Modelling the Structural Relationships Between COVID-19 Knowledge, Attitudes and Behaviours in Jordanian...

Regulatory restrictions and mandates typically offer short-term behaviour guidance, whereas interventions to improve knowledge and attitudes could result in more sustainable behavioural changes. Health authorities implemented awareness campaigns to enhance public knowledge and attitudes regarding COVID-19. This study explored the interplay between knowledge, attitudes and behaviours related to COVID-19 among university undergraduate students in Jordan, aiming to inform public health initiatives and educational programmes.

A cross-sectional survey targeting undergraduate students enrolled at Yarmouk University in Jordan was conducted between January and May 2021. Participants consented to complete an anonymised validated self-administered questionnaire to evaluate their understanding of COVID-19 symptoms, treatment and transmission and attitudes and behaviours towards preventive measures. Data were analysed using descriptive and inferential statistics and structural equation modelling to investigate the associations between knowledge, attitudes and behaviours.

A total of 1375 undergraduate students participated in the survey. Knowledge of COVID-19 was low among most participants, with only 1.3% demonstrating high knowledge. Conversely, 58.5% exhibited good behaviour, and 31.4% reported full compliance with recommended behaviours. Significant differences were found in knowledge, attitudes and behaviours across different faculty clusters, with health faculties showing superior knowledge and more positive attitudes. Female participants (66.3%) were more likely to engage in positive behaviours than males (p-value = 0.02). Structural equation model (SEM) analysis showed that knowledge significantly influenced attitudes, which affected behaviours, confirming the model's validity.

The study highlights the critical role of knowledge and attitudes in shaping COVID-19-related behaviours among university students. Significant variations in knowledge and attitudes across different academic disciplines highlight the need for tailored educational interventions. The analysis supports the theoretical model linking knowledge, attitudes and behaviours, emphasising the importance of improving knowledge and attitudes to drive behaviour change. The findings suggest that comprehensive health education programmes targeting cognitive and affective aspects are essential for effective public health responses during pandemics.