Fostering Laboratory Safety Among University Students

While essential for experiential learning in higher education, laboratory environments pose inherent safety risks, particularly in scientific disciplines. Despite existing policies and training, lapses in student safety behaviour persist, indicating a need to explore psychological and behavioral dimensions of safety. This study investigates the independent and moderating effects of safety knowledge and safety motivation on students’ safety behaviour in laboratory settings, grounded in Social Exchange Theory (SET). A survey was conducted among 185 university students using a validated instrument adapted from Neal et al. (2000), and data were analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM). Results revealed significant direct effects of safety knowledge and motivation on safety behaviour, with safety knowledge exerting a more substantial influence. However, no significant moderating effects were found between these variables. The findings highlight that while safety knowledge and safety motivation are critical, they function independently in shaping student safety behaviour. This study offers theoretical insights into SET’s applicability in academic safety contexts and practical recommendations for integrating cognitive and motivational strategies into laboratory safety education. Addressing what students know and why they act provides a more holistic framework for fostering a proactive safety culture in higher education institutions.