Why do drivers become safer over the first three months of driving? A longitudinal qualitative study

How drivers perform under different scenarios: Ability-related driving style extraction for large-scale dataset

The extraction and analysis of driving style are essential for a comprehensive understanding of human driving behaviours. Most existing studies rely on subjective questionnaires and specific experiments, posing challenges in accurately capturing authentic characteristics of group drivers in naturalistic driving scenarios. As scenario-oriented naturalistic driving data collected by advanced sensors becomes increasingly available, the application of data-driven methods allows for a exhaustive analysis of driving styles across multiple drivers. Following a theoretical differentiation of driving ability, driving performance, and driving style with essential clarifications, this paper proposes a quantitative determination method grounded in large-scale naturalistic driving data. Initially, this paper defines and derives driving ability and driving performance through trajectory optimisation modelling considering various cost indicators. Subsequently, this paper proposes an objective driving style extraction method grounded in the Gaussian mixture model. In the experimental phase, this study employs the proposed framework to extract both driving abilities and performances from the Waymo motion dataset, subsequently determining driving styles. This determination is accomplished through the establishment of quantifiable statistical distributions designed to mirror data characteristics. Furthermore, the paper investigates the distinctions between driving styles in different scenarios, utilising the Jensen-Shannon divergence and the Wilcoxon rank-sum test. The empirical findings substantiate correlations between driving styles and specific scenarios, encompassing both congestion and non-congestion as well as intersection and non-intersection scenarios.

Social value, normative features and gender differences associated with speeding and compliance with speed limits

INTRODUCTION

Among risky driving behaviors, speeding is a main causal and aggravating factor of road crashes and is more frequent among males than females. Research suggests that this gender gap could be explained by gender social norms that lead males to assign more social value to speeding than females. However, few studies have proposed directly investigating gendered prescriptive norms associated with speeding. We propose to address this gap through two studies based on the socio-cognitive approach to social norms of judgment.

METHODS

Study 1 (N = 128, within-subject design) investigated the extent to which speeding is subject to social valuation among males, compared to females, through a self-presentation task. Study 2 (N = 885, between-subject design) aimed to identify the dimension of social value (i.e., social desirability, social utility) that both genders associate with speeding, based on a judgment task.

RESULTS AND CONCLUSION

Although results of study 1 indicate that both genders devaluate speeding and valuate speed limits compliance, we found that males do so to a lesser extent than females. Results of study 2 further suggest that males less valuate speed limit compliance than females on the social desirability dimension, while no gender difference were found in valuation of speeding on both dimensions of social value. Regardless of gender, results also indicate that speeding is valued more on the social utility than on the social desirability dimension, while speed limit compliance is valued similarly on both dimensions.

PRACTICAL APPLICATIONS

Road safety campaigns toward males could benefit to focus more on enhancing the representations of speed compliant drivers, in terms of social desirability, than devaluing the representation of speeding drivers.

Why are newly qualified motorists at high crash risk? Modelling driving behaviours across the first six months of driving

OBJECTIVE

Novice driver crash risk diminishes steeply over the first few months of driving. We explore the characteristics of driving over this period to identify behaviours that might underlie this change in risk.

METHODS

We conducted a cross-sectional study of 1456 UK drivers aged 17-21 within six months of gaining their licence. We examined how various forms of driving exposure, such as weekly mileage and driving at night, were related to duration of licencing. We explored the factor structure of the Early Driving Development Questionnaire (EDD-Q); a new instrument designed to measure safety relevant attitudes and behaviours in recently qualified drivers. We examined the relationship of the derived factors to licence duration.

RESULTS

There was little evidence that greater exposure to risky driving situations was more common in those with shorter licence durations. Exploratory and Confirmatory Factor Analyses identified EDD-Q factors measuring risky style (12 items), skill deficiencies (8 items) and driving confidence (4 items). Licence duration was positively correlated with both risky style and confidence, with these relationships stronger for older novices. Licence duration was also negatively related to skill deficiencies (i.e., positively correlated with perceived driving skill development): this relationship was stronger in younger novices.

CONCLUSIONS

The negative correlation between license duration and skill deficiencies is consistent with the observation of decreasing novice crash involvement as experience is gained. The EDD-Q offers a new brief measure of aberrant driving that is specifically tailored for newly qualified drivers.

Exploring temporal interactions of crash counts in California using distinct log-linear contingency table models

Temporal trait of crashes has huge impact on road crash occurrence and a large proportion of research have considered different time periods to determine the causes and features of crash occurrence or frequency. Compared with other safety studies based on a single time interval, considerably less research has relied on the use of multiple time units, especially for the time intervals of less than one year. The research aims to fill the gap by investigating the temporal distribution of crash counts using multiple time spans including hour, weekday and month. To illustrate the most accurate results possible, both the Chi-square test and Cochran-Mantel-Haenzel tests were employed to explore the independence of various time units based on two-way and three-way contingency tables. Eight contingency table models were developed which can be classified into four groups including Complete Independence, Joint Independence, Conditional Independence and Homogeneous Association. Finally, a set of evaluation criteria were utilized for evaluation of the model performance. The results revealed the significant association existence in all time variables (hour, weekday, month) and the model with both main and all interactive effects of time variables provides best prediction performance. Also, the findings showed that Hour 18, weekdays 1, 6, 7 (Friday and Weekends), and month 8 (August) have the largest number of crash occurrences. It is suggested that both main and interactive effects of time variables should be included for model development, which otherwise might yield misleading information. It is anticipated that research results will benefit the safety professionals with better understanding of the temporal patterns of crashes with different time periods and allow the safety administrators to allocate the safety resources.

Self-regulation differences across learner and probationary drivers: The impact on risky driving behaviours

Risky driving behaviours are a known contributor to young drivers' overrepresentation in road trauma, with self-regulation suggested as an important associated construct, but yet to be extensively explored. The aims of this study were to examine the utility of self-determination theory in explaining risky driving behaviours and to explore differences between young Learner and Provisional (P1)- licensed drivers in regard to their self-regulated safety orientation and engagement in risky driving behaviours. Learners (n = 1038) and P1(n = 589) drivers, aged 16-19 years, responded to a 91-item online survey, including self-regulated safety orientation items adapted from self-determination theory and inattentive and intentional risky driving behaviour items. Results showed that self-determination theory had good predictive power for the two types of risky driving behaviours for both licence groups. Learner and P1 drivers' engagement in risky behaviours was similar, however, the relative importance of self-regulated safety orientation elements to reduced engagement in these behaviours differed. Learners' engagement in intentional risky behaviours reflected greater perceived effort/importance and pressure/tension compared to P1 drivers. Greater effort/importance is an overarching indicator of internalised regulation concerning safe driving behaviours, which might be primed when first exposed to driving. However, greater perceived pressure/tension suggests that internalisation of self-regulatory processes is being suppressed during the Learner phase. This might stem from the required presence of driver trainers and supervisory drivers, as well as interactions with other road users. Whilst only tentative explanations in this first exploration, the findings suggest there is potential for greater efforts in Learner driver training and supervision to encompass the types of skills and learning that encourage the development of self-regulation to reduce risky driving behaviours during both the Learner and P1 stage. These findings contribute to the limited research regarding self-regulation by young novice drivers and informs a better understanding of the psychological influences of engagement in risky driving behaviours, including the first such examination among early independent licensed drivers.

Prediction of Dangerous Driving Behavior Based on Vehicle Motion State and Passenger Feeling Using Cloud Model and Elman Neural Network

Dangerous driving behavior is the leading factor of road traffic accidents; therefore, how to predict dangerous driving behavior quickly, accurately, and robustly has been an active research topic of traffic safety management in the past decades. Previous works are focused on learning the driving characteristic of drivers or depended on different sensors to estimate vehicle state. In this paper, we propose a new method for dangerous driving behavior prediction by using a hybrid model consisting of cloud model and Elman neural network (CM-ENN) based on vehicle motion state estimation and passenger’s subjective feeling scores, which is more intuitive in perceiving potential dangerous driving behaviors. To verify the effectiveness of the proposed method, we have developed a data acquisition system of driving motion states and apply it to real traffic scenarios in ShenZhen city of China. Experimental results demonstrate that the new method is more accurate and robust than classical methods based on common neural network.

Parents’ Views of a Classroom and Closed-Road Post-License Driving Program for Teen Drivers, Guard Your Life

In the US, teenage drivers have an increased risk of being involved in crashes. To address this, post-license advanced driving programs have emerged. This study gains parents’ perspectives while observing their teens’ involvement in a post-license driving program focused on a hands-on introduction to emergency braking, skid recovery and the dangers of distracted driving. Parents completed a survey after the program, and for comparison purposes, the teens also completed a survey at the end of the program. While the parents only observed the program, the results revealed that most learned useful information and would consider additional training for themselves. Almost all teens and parents reported anticipating changing their driving behaviors, specifically by reducing distractions, having a heightened awareness and changing their driving position. These results suggest that parents benefited from simply observing the class.

Higher-order driving instruction and opportunities for improvement: Exploring differences across learner driver experience

INTRODUCTION

Few studies have investigated what guidance occurs during the Learner phase of driving, particularly during formal lessons. The objective of this research was threefold: (a) investigate functional and higher-order driving instruction (HO-DI) in formal Learner lessons, (b) explore teaching approaches within the context of a theoretical framework, and (c) investigate variation in these three elements of instruction as a function of Learner driving experience. The theoretical framework developed to guide this research integrated the constructivist Goals for Driver Education and self-determination theory.

METHOD

Professional instruction was explored through naturalistic observation; 15 instructors provided GoPro recordings of 110 driving lessons with Learners aged 16-19 years (n = 96) at varying levels of experience: Early (<20 logbook hours), Mid (21-70 h), and Late (71->100 h).

RESULTS

Employing a previously-developed coding taxonomy, instructor guidance opportunities were identified as 15% HO-DI, 73% functional instruction, and 12% untaken or missed HO-DI. Functional instruction peaked in the Mid Phase, while HO-DI was prominent in the Early phase suggesting missed opportunities in the later phases when use of silence peaked. Some elements of self-determination theory's needs-supportive model were readily identified in teaching approaches, such as feedback.

CONCLUSIONS

An understanding of functional and HO-DI, including teaching strategies, was established within the context of an integrated theoretical framework, with different trajectories across Learner experience identified. Teaching strategies reflected constructivism and self-determination theory providing theoretical support for these frameworks to be applied in future driver training studies. Continued research efforts are needed to understand how best to balance functional and HO-DI to maximize young novice drivers' learning prior to independent driving, particularly during the late Learner period. Practical Applications: Naturalistic observation of current HO-DI and teaching approaches supports the feasibility of integrating recommended improvements arising from the theoretical framework within current practice, with practical implications for improvements to industry training.

Using the Interval Type-2 Fuzzy Inference Systems to Compare the Impact of Speed and Space Perception on the Occurrence of Road Traffic Accidents

A constantly increasing number of deaths on roads forces analysts to search for models that predict the driver’s propensity for road traffic accidents (RTAs). This paper aims to examine a relationship between the speed and space assessment capabilities of drivers in terms of their association with the occurrence of RTAs. The method used for this purpose is based on the implementation of the interval Type-2 Fuzzy Inference System (T2FIS). The inputs to the first T2FIS relate to the speed assessment capabilities of drivers. These capabilities were measured in the experiment with 178 young drivers, with test speeds of 30, 50, and 70 km/h. The participants assessed the aforementioned speed values from four different observation positions in the driving simulator. On the other hand, the inputs of the second T2FIS are space assessment capabilities. The same group of drivers took two types of space assessment tests—2D and 3D. The third considered T2FIS sublimates of all previously mentioned inputs in one model. The output in all three T2FIS structures is the number of RTAs experienced by a driver. By testing three proposed T2FISs on the empirical data, the result of the research indicates that the space assessment characteristics better explain participation in RTAs compared to the speed assessment capabilities. The results obtained are further confirmed by implementing a multiple regression analysis.

Changes in beliefs during driver training and their association with risky driving

OBJECTIVE

Researchers continue to seek reasons for novice drivers' over-representation in crashes. Evidence on how early interventions might mitigate this global phenomenon remains inconclusive. This study explores changes in novice drivers' beliefs during pre-licensure training and within their first one-year independent provisional license period, and how these changes might help to predict subsequent risky driving.

METHOD

A sample of novice drivers (N = 175) from Lithuania participated in a three-wave longitudinal study. They completed questionnaires when beginning driver training (T1), at the end of their training (T2), and after one year of independent driving (T3). The Attitudes towards Risky Driving Questionnaire, the Adelaide Driving Self Efficacy Scale, the Driving Cognitions Questionnaire, the Driver Behaviour Questionnaire, and the Social Desirability Scale were used.

RESULTS

Reported driving self-efficacy increased and fear of driving decreased from the beginning to the end of driver training and after one-year follow-up in both men and women. Road safety attitudes changed in the risk-unfavourable direction from T1 to T2. However, at T3 these attitudes returned to the initial level for men. Female novice drivers reported the same level of safety attitudes at T2 and T3. Risky attitudes, driving self-efficacy, and fear of driving predicted reported driving errors and violations.

CONCLUSIONS

Reported psychological changes occurred during the driver training period and in the first year of independent driving. It is recommended that special attention should be paid to a group of novices who experienced safety compromising changes in attitudes, driving self-efficacy, and fear of driving during training and in the first year of their driving career.

Research on Risky Driving Behavior of Novice Drivers

Novice drivers have become the main group responsible for traffic accidents because of their lack of experience and relatively weak driving skills. Therefore, it is of great value and significance to study the related problems of the risky driving behavior of novice drivers. In this paper, we analyzed and quantified key factors leading to risky driving behavior of novice drivers on the basis of the planned behavior theory and the protection motivation theory. We integrated the theory of planned behavior (TPB) and the theory of planned behavior (PMT) to extensively discuss the formation mechanism of the dangerous driving behavior of novice drivers. The theoretical analysis showed that novice drivers engage in three main risky behaviors: easily changing their attitudes, overestimating their driving skills, and underestimating illegal driving. On the basis of the aforementioned results, we then proposed some specific suggestions such as traffic safety education and training, social supervision, and law construction for novice drivers to reduce their risky behavior.

Association between higher-order driving instruction and risky driving behaviours: Exploring the mediating effects of a self-regulated safety orientation

Adolescents' risky driving behaviours contribute to their over-representation in road trauma. Higher-order driving instruction is suggested to reduce such behaviours. To sustain positive behaviours in the long-term, self-determination theory identifies self-regulation as fundamental. The current research explored associations between higher-order driving instruction, risky driving behaviours, and a self-regulated safety orientation. Learner drivers (n = 544), aged 16-19 years, responded to a 91-item survey. Self-regulated safety orientation was found to fully mediate the relationship between higher-order driving instruction and inattentive risky driving behaviours, and between anticipatory higher-order driving instruction and intentional risky driving behaviours. A partial mediation was found between self-regulatory higher-order instruction and intentional risky driving behaviours. These results support that higher-order driving instruction, delivered to develop a self-regulated safety orientation, has potential to reduce young novice drivers' risky driving behaviours. Further research is recommended to triangulate these results through direct observation and longitudinal evaluation.