Repairing faulty scripts to reduce speeding behaviour in young drivers

Identifying best practices in a process evaluation of a novice driver education program

Best practice for learning to drive programs should be evidence-based and incorporate the range of lower and higher-order skills outlined in the internationally recognized Goals for Driver Education (GDE) matrix. A set of practices derived from the matrix, together with pertinent adult learning approaches and driving instruction research formed the basis of an evaluation checklist developed to review the Keys2drive program (a national single-session interactive education program for learner drivers in Australia). The checklist criteria consisted of 18 practices, including: having a sound theoretical base; reflecting various GDE components; facilitating parental involvement; provision of feedback; building resilience; use of coaching approaches; commentary driving; self-assessment; understanding of risk factors; and supporting safe vehicle choices and graduated licensing schemes. The program review sought to determine the extent to which Keys2drive is aligned with best practice according to the checklist criteria. Evaluations of driver education programs should recognize that novice drivers, in discussions with their instructors/supervisors, may have differing interpretations and values concerning various GDE goals, such as their awareness of critical risk factors. As a best practice, instructors should be prepared to ask the novice 'How?' and 'Why?' questions relevant to their GDE goal interpretations and values.

Investigating in-vehicle distracting activities and crash risks for young drivers using structural equation modeling

Distracted driving has been considered one of the main reasons for traffic crashes in recent times, especially among young drivers. The objectives of this study were to identify the distracting activities in which young drivers engage, assess the most distracting ones based on their experiences, and investigate the factors that might increase crash risk. The data were collected through a self-report questionnaire. Most participants reported frequent cell phone use while driving. Other reported activities include adjusting audio devices, chatting with passengers, smoking, eating, and drinking. A structural equation model was constructed to identify the latent variables that have a significant influence on crash risk. The analysis showed that in-vehicle distractions had a high effect on the crash likelihood. The results also indicated that dangerous driving behavior had a direct effect on the crash risk probability, as well as on the rash driving latent variables. The results provide insight into distracted driving behavior among young drivers and can be useful in developing enforcement and educational strategies to reduce this type of behavior.

The effect on teenage risky driving of feedback from a safety monitoring system: a randomized controlled trial

PURPOSE

Teenage risky driving may be due to teenagers not knowing what is risky, preferring risk, or the lack of consequences. Elevated gravitational-force (g-force) events, caused mainly by hard braking and sharp turns, provide a valid measure of risky driving and are the target of interventions using in-vehicle data recording and feedback devices. The effect of two forms of feedback about risky driving events to teenagers only or to teenagers and their parents was tested in a randomized controlled trial.

METHODS

Ninety parent-teen dyads were randomized to one of two groups: (1) immediate feedback to teens (Lights Only); or (2) immediate feedback to teens plus family access to event videos and ranking of the teen relative to other teenage drivers (Lights Plus). Participants' vehicles were instrumented with data recording devices and events exceeding .5 g were assessed for 2 weeks of baseline and 13 weeks of feedback.

RESULTS

Growth curve analysis with random slopes yielded a significant decrease in event rates for the Lights Plus group (slope = -.11, p < .01), but no change for the Lights Only group (slope = .05, p = .67) across the 15 weeks. A large effect size of 1.67 favored the Lights Plus group.

CONCLUSIONS

Provision of feedback with possible consequences associated with parents being informed reduced risky driving, whereas immediate feedback only to teenagers did not.

Exploring the safety implications of young drivers' behavior, attitudes and perceptions

The present study aims at identifying and quantifying significant factors (i.e., demographic, aberrant driving behavior) associated with young drivers' involvement in at-fault crashes or traffic citations at the ages of 16-17 (while having the Operational License) and 18-24 years old (while having the Full License). A second objective was to investigate the main reason(s) for involvement in risky driving behavior by young drivers. The data used for the analyses were obtained from a self-reported questionnaire survey carried out among 680 young drivers in Central Florida. To achieve these goals, the structural equation modeling approach was adopted. The results revealed that aggressive violations, in-vehicle distractions and demographic characteristics were the significant factors affecting young drivers' involvement in at-fault crashes or traffic violations at the age of 16-17. However, in-vehicle distractions, attitudes toward speeding and demographic characteristics were the significant factors affecting young drivers' crash risk at 18-24. Additionally, the majority of participants reported that "running late" is the main reason for taking risk while driving (i.e., speeding, accept short gaps, or drive so close to the car in front) followed by "racing other cars". Additionally, "exceed speed limits" was the main reason for receiving traffic citations at 16-17 and 18-24 age groups. Practical suggestions on how to reduce crash risk and promote safe driving among young drivers are also discussed.

Speeding by young novice drivers: What can personal characteristics and psychosocial theory add to our understanding?

PURPOSE

Young novice drivers continue to be overrepresented in fatalities and injuries arising from crashes even with the introduction of countermeasures such as graduated driver licensing (GDL). Enhancing countermeasures requires a better understanding of the variables influencing risky driving. One of the most common risky behaviours performed by drivers of all ages is speeding, which is particularly risky for young novice drivers who, due to their driving inexperience, have difficulty in identifying and responding appropriately to road hazards. Psychosocial theory can improve our understanding of contributors to speeding, thereby informing countermeasure development and evaluation. This paper reports an application of Akers' social learning theory (SLT), augmented by Gerrard and Gibbons' prototype/willingness model (PWM), in addition to personal characteristics of age, gender, car ownership, and psychological traits/states of anxiety, depression, sensation seeking propensity and reward sensitivity, to examine the influences on self-reported speeding of young novice drivers with a Provisional (intermediate) licence in Queensland, Australia.

METHOD

Young drivers (n=378) recruited in 2010 for longitudinal research completed two surveys containing the Behaviour of Young Novice Drivers Scale, and reported their attitudes and behaviours as pre-Licence/Learner (Survey 1) and Provisional (Survey 2) drivers and their sociodemographic characteristics.

RESULTS

An Akers' measurement model was created. Hierarchical multiple regressions revealed that (1) personal characteristics (PC) explained 20.3%; (2) the combination of PC and SLT explained 41.1%; (3) the combination of PC, SLT and PWM explained 53.7% of variance in self-reported speeding. Whilst there appeared to be considerable shared variance, the significant predictors in the final model included gender, car ownership, reward sensitivity, depression, personal attitudes, and Learner speeding.

CONCLUSIONS

These results highlight the capacity for psychosocial theory to improve our understanding of speeding by young novice drivers, revealing relationships between previous behaviour, attitudes, psychosocial characteristics and speeding. The findings suggest multi-faceted countermeasures should target the risky behaviour of Learners, and Learner supervisors should be encouraged to monitor their Learners' driving speed. Novice drivers should be discouraged from developing risky attitudes towards speeding.

Impairment of a speed management strategy in young drivers under high cognitive workload

BACKGROUND

A training method known as Episodic training has shown promise in reducing speeding behavior in young drivers (Prabhakharan and Molesworth, 2011). The present study aimed to investigate how cognitive resources are utilized to implement this behavioral change.

METHOD

60 participants were randomly divided into four groups and completed a simulated training drive in Week 1 followed by a 10km simulated test drive in Week 2. As part of the test drive, two groups were asked to complete a secondary task (mental arithmetic task) in addition to the test drive.

RESULTS

The results indicated that implementing a speed management strategy elicited by Episodic training was successful in isolation, but came at a cognitive trade-off when performed in conjunction with a secondary task.

CONCLUSION

From an applied perspective, these results suggest driver training programmes should compartmentalize driver training in order to reduce the cognitive load experienced by trainee drivers, and hence facilitate in driver skill acquisition.