## 4 Results
#### 4.1.1 Data Collection  
Grounded theory guides the collection of data by studying the research problem. Researchers purposefully select data sources that are deemed relevant to the research and can provide rich information. Data can be in the form of text, including the perspectives of research subjects, experiences, or historical events. Data for this study were gathered from on-site interviews and typical accident cases, which complement and enhance each other.  
Relevant topics for on-site interviews were selected through a literature review. Before conducting the main set of 20 interviews, a preliminary round of interviews was conducted with a small group of individuals to validate the interview questions. This preliminary stage helped to assess the clarity, relevance, and appropriateness of each question. Feedback from these preliminary interviews was used to refine and adjust the questions, ensuring they were effective in capturing insights related to emergency cognitive capacity. This validation process enhanced the reliability of the data collected during the main interviews. Building upon previous research and results from a small-scale preliminary interview, this study finalized the interview outline and specific questions, as shown in Table 1. The outline covers three main aspects: \"How to obtain disaster information?\", \"Whether the corresponding emergency knowledge is acquired?\", and \"How to respond to disasters?\". The interviewees in this study mainly included college students, members of the school emergency department, and relevant leaders. These individuals possessed knowledge of the daily behaviors of college students, were capable of making timely emergency responses when facing disasters, and could provide a wealth of information. To ensure the obtained information was sufficiently representative, the participants in this study were purposively selected based on their familiarity with emergency response and their specific roles within university emergency management. The selection criteria focused on individuals with relevant emergency knowledge and experience in handling or overseeing emergency situations. Specifically, the interviewees included two leaders in charge of safety in colleges and universities, four safety officers, and fourteen college students, for a total of twenty people. This combination ensured a diverse range of perspectives, providing a comprehensive understanding of factors influencing college students' emergency cognitive ability. The average interview duration for each participant was approximately 30 min. Beyond the questions in the interview outline, participants were invited to share their perspectives on factors affecting college students' emergency cognitive ability, drawing from their professional knowledge and work experience, to gather additional data. Before the interviews, the purpose and general content of the interviews were explained to the participants. With their consent, the interviews were recorded. Following the interviews, the content was compiled into Word documents for further analysis. Additionally, 50 typical cases from the past 10 years were selected as primary data. These data include detailed accident processes and causal analyses, making them suitable for foundational theoretical analysis.