Driver Education Course Research Articles

The Italian adaptation of the Driving Anger Scale (DAS): examining measurement invariance and the role of blaming others as a mediator of the relationship between trait driving anger and aberrant driving behavior

High levels of trait driving anger have been linked to aberrant driving behavior and higher proneness to be involved in a car crash. In the present study, we assessed the psychometric properties of the Italian adaptation of the Driving Anger Scale (DAS) in a large (>2000; 72% males) sample of Italian drivers examining measurement invariance across gender and age. Also, we examined whether the association between trait driving anger and aberrant driving behavior is mediated by a maladaptive form of cognitive emotion regulation, namely blaming others. The results showed that the six-factor structure of the DAS was overall confirmed with a few variations compared to the original scale. Weak measurement invariance was supported across gender and age, while strong and strict invariance were partially confirmed. Finally, the tendency to cope with negative events by blaming others mediated the association between driving anger and aberrant driving behavior in the male but not in the female sample. For both men and women, however, blaming others was positively associated with violations. Thus, attributions of blame to others could be targeted by clinical interventions for high-anger drivers and driver education courses in the attempt to reduce aberrant driving behavior and improve road safety.

What, Who, and When? The Perceptions That Young Drivers and Parents Have of Driving Simulators for Use in Driver Education

Driver education providers may utilise technologies such as driving simulators to augment their existing courses. Understanding the perceptions that young drivers and parents have of simulators may help to make simulator-based driver education more accepted and more likely to be effective. Young drivers and parents completed an online questionnaire that included a “simulator invention” visualisation task. Items based on the Goals for Driver Education framework investigated perceptions of the most appropriate skill type, while others examined the most suitable target group for simulator training, and timing in relation to completing a formal driver education course for simulator training to occur. Both groups perceived that simulators were most appropriate for training a combination of physical, traffic, psychological, and social driving skills with learner drivers during attendance at a novice driver education program. Young drivers and parents had similar perceptions regarding the amount that each skill type should be trained using a simulator. Understanding the perceptions of young drivers and parents, and especially those who are somewhat naïve to the use of driving simulators, may aid in the introduction and administration of simulator training and may increase the effectiveness of driver education as a crash countermeasure.

Teen Driving Education in a Pediatric Emergency Department: Effectiveness of a Toolkit.

In the United States, the leading cause of death for adolescents aged 16 to 24 years is motor vehicle crashes, with Alabama ranked as the second-worst state in the nation for teen driving deaths. We sought to determine the efficacy of teenage driving education within the setting of the pediatric emergency department and to assess the driving habits of teenagers and their parents and their understanding of the Alabama Graduated Driver's License (GDL) law. Surveys were administered to noncritically ill teenagers aged 13 to 19 years and their parents who presented to the children's emergency department. Participation was voluntary and anonymous. Presurveys were administered to assess driving habits and knowledge. Intervention was then given in the form of a "safe driving toolkit," followed by postsurveys to measure educational outcomes. Pre- and postsurvey data were then analyzed and compared using Epistat. A total of 41 parents, 2 grandparents, and 45 teenagers were enrolled in this study. An additional 47 teenagers answered a single curfew question at a teen driving event. Of all of the participants, 63% had never heard of the Alabama GDL law, and of that 63%, 37% had been enrolled in a driver's education course. A χ2 analysis revealed no significant difference between parents and teenagers having taken a driver's education course. Of the participants, 22% responded that they knew the specifics of the Alabama GDL law, with only 1 correct on all 3 counts. The most common item missed was the curfew for teenagers, with 4 believing it to be 8 pm, 14 believing it to be 9 pm, 23 believing it to be 10 pm, and 7 believing it to be 11 pm. Sixty-nine percent of the respondents correctly answered that there was to be no cellular telephone use while driving for teenagers with a GDL. More than 97.2% of participants, both parents and teens, reported learning new information from this study. The majority of participants enrolled were not aware of the Alabama GDL law, which has been in place since 2002. More than 97% of those surveyed were given new information during the education session. There is a strong need for further public education regarding the law and safe driving habits. Sixty-one percent of respondents believe that the teen curfew is earlier than the present curfew. The authors believe that this shows support for revising the curfew in the present law to an earlier time. Nighttime driving restrictions starting at 10 pm or earlier have been shown to result in greater reductions in motor vehicle crashes involving teenagers. Our study affirmed that teen driving education within the pediatric emergency department setting is efficacious.

The effect of psychosocial factors on perceptions of driver education using the goals for driver education framework

Professional driver education and training has often been found in evaluations to not provide additional safety benefits for young drivers. However, it is possible that identifying how psychosocial factors affect perceptions of driver education may contribute to improve program design, content and implementation. The Goals for Driver Education (GDE) framework was used in this research to explore the impact of various psychosocial factors, such as sensation seeking, normlessness, attitudes towards driver risk taking and positive attitudes towards speeding on the perceptions of young drivers participating in a professional driver education courses. One hundred and fourteen young drivers (Mage = 17.89, SD = 0.85) who had attended a driver education course within the past three years completed an online survey that collected socio-demographic information, perceptions of the benefits of education for individuals learning to drive at each level of the GDE framework, and information about psychosocial factors. Overall, the results suggested that psychosocial factors do affect young driver perceptions of driver education and training. Higher levels of sensation seeking predicted that participants thought it beneficial for novice driver education to focus on vehicle manoeuvring (Level 1), mastery of traffic situations (Level 2) and goals and contexts for driving (Level 3) but not the highest level of the GDE matrix, goals for life. Higher levels of normlessness predicted participants believing it was more beneficial for new drivers to learn about the goals and contexts for driving. This suggests there is a need for driver educators to consider personalising their programs as much as possible to take into account the psychosocial differences between individuals, which may impact on the way they respond to the education they receive.

The hazards of perception: evaluating a change blindness demonstration within a real-world driver education course

Overconfidence in one’s driving ability can lead to risky decision-making and may therefore increase the accident risk. When educating people about the risks of their driving behavior, it is all too easy for individuals to assume that the message is not meant for them and so can be ignored. In this study we developed and assessed the effect of a road safety demonstration based around the phenomenon of change blindness within a real-world Driver Awareness Course. We collected quantitative and qualitative data to evaluate the effectiveness of the demonstration in both a police-led environment (Experiment 1) and a laboratory environment (Experiment 2). We also compared the change blindness intervention to two control tasks. The results showed that participants’ self-reported ability to spot important visual changes was reduced after the change blindness demonstration in both experiments, but was not reduced after participation in the control tasks of Experiment 2. Furthermore, participants described the change blindness demonstrations positively and would recommend that they were shown more widely.

A mixed-methods study of driver education informed by the Goals for Driver Education: Do young drivers and educators agree on what was taught?

Evaluation research suggests that professional driver education and training has little effect on reducing the crash involvements of young drivers. Driver education and training programs have been criticised as being unsystematically designed and lacking an empirical or theoretical basis. The Goals for Driver Education (GDE) is a theoretical framework developed to address these criticisms. The GDE defines four hierarchical levels of driving behaviours and influences on driving and three individualised Person-specific factors that should be considered in driver education and training programs. The aim of this study was to compare and contrast, in a methodologically rigorous manner, the perceptions that young drivers (n = 22; Mage = 17.80 years, SD = 6.54 months) and driver educators (n = 10; Mage = 54.5 years, SD = 9.21 years) have of a professional driver education and training course they participated in or facilitated. Eight semi-structured focus groups were conducted and the GDE was used to direct the collection and analysis of the data. Young drivers mainly discussed basic driving skills located on the lower levels of the GDE rather than higher level abstract factors that increase risk for young drivers. Driver educators tended to group particular GDE levels and Person-specific factors together when discussing the driving course and paid limited attention to Goals and contexts of driving. Results suggest that driver educators should provide direct instruction regarding the more abstract social and contextual factors that influence driving to potentially increase the efficacy of driver education and training as a safety countermeasure.

Participation in driver education/training courses during graduated driver licensing, and the effect of a time-discount on subsequent traffic offenses: Findings from the New Zealand Drivers Study

IntroductionThe New Zealand GDL includes a time-discount at the restricted license stage, for attendance at an approved driver education course. This is despite international evidence showing that earlier licensure associated with a time-discount can increase risk for newly licensed drivers. ObjectiveTo examine participation in driver education courses and especially those that qualify for a time-discount; compare the profiles of course participants with non-participants; examine reasons for participation; and examine the association between a time-discount and traffic offenses once fully licensed. MethodThis study was based on the New Zealand Drivers Study (NZDS), a prospective cohort study of newly licensed drivers. Data on driver education courses were obtained at the full license interview (n=1763), driver license and traffic offense data from the NZ Driver Licence Registry, and other data at the NZDS interviews. Results94% had heard of and 49% (n=868) participated in a defensive driving course (DDC). No other course had more than 1% participation. Compared with the others, the DDC group were young, non-Māori, and from an area of relatively low deprivation. Through GDL, the DDC group were relatively more compliant with the conditions, and less likely to crash or receive a traffic offense notice. The groups did not differ on personality, alcohol and drug use. The reason most (85%) attended a DDC was to get their full license sooner; 86% (n=748) received a time-discount. The time-discount group were 40% more likely to receive a traffic offense notice on their full license; this reduced to 10% after controlling for other factors. Conclusion and practical implicationsThe results of this study, when viewed in conjunction with other NZ crash evidence, indicate that a time-discount should not be given for completing a DDC or Street Talk course.

Parenting Behaviors During Risky Driving by Teens With Attention-Deficit/Hyperactivity Disorder

Parenting practices for teen drivers with ADHD were observed via a video monitor installed in vehicles. All teens had recently completed a driver education course and were in the driving permit stage of a graduated driver-licensing program. Parent behaviors were coded during drives when teens were driving safely and during drives when teens engaged in risky driving. The overall frequency of positive parenting strategies was low, regardless of whether teens drove safely or engaged in risky driving. Although the rate of negative feedback was also low, parents engaged in significantly more criticism and were rated by an observer to appear angrier when teens were driving in a risky manner. No other differences in parent behaviors associated with the quality of teen driving were observed. The inconsistencies between observed parenting behaviors and those parenting practices recommended as effective with teens with ADHD are discussed. The need for further research addressing effective strategies for teaching teens with ADHD to drive is highlighted.

Impact of additional module training on the level of basic life support knowledge of first year students at the University of Maribor

AimThe aim of this study was to investigate the impact of additional (two versus one session) basic life support (BLS) training of university students on knowledge and attitude concerning the performance of cardiopulmonary resuscitation.MethodsA total of 439 students in three separate groups were tested: those with no prior BLS training; BLS training in high school (part of the driver's education course); and BLS training in high school (in the driver's education course) and additional BLS training at the university.ResultsOur study showed the best results of BLS education in a group of university students who took an additional BLS module approximately half a year after the driver's education BLS course. In our study we observed equal levels of knowledge between the group with BLS training in high school and the group without any formal BLS education. The questionnaire revealed a disappointing level of knowledge about BLS in both groups.ConclusionAdditional basic life support training (two BLS training sessions: high school and university) improves retention of knowledge and attitudes concerning performing CPR in first year university students.

Parent Attitudes Toward Integrating Parent Involvement into Teenage Driver Education Courses

Objective: The widespread adoption of graduated driver licensing (GDL) policies has effectively reduced crash risk for young drivers; however, parents must support, reinforce, and enforce GDL for it to be effective, and research indicates that parents need better information and instruction for adhering to GDL requirements, conducting supervised practice driving, and restricting independent teenage driving. Because teenagers in most states must take driver education to enter the licensing process prior to age 18, integrating parent involvement into driver education may be an effective way to inform and instruct parents on a large scale about teen driver safety. This study assessed parent attitudes (overall and by rural status, minority status, and income level) toward integrating parent involvement into teenage driver education classes. Methods: In this study, 321 parents of teenagers enrolled in driver education classes across the state of Montana completed surveys about current involvement in driver education and attitudes toward required involvement. Results: The results indicated that parents were not very involved currently in their teenagers' driver education classes, but 76% reported that parents should be required to be involved. If involvement were required, parents would prefer having written materials sent home, access to information over the Internet, or discussions in person with the instructor; far fewer would prefer to attend classes or behind-the-wheel driving instruction. There were few differences in parent attitudes by rural or minority status but many by income level. Compared to higher income parents, lower income parents were more likely to endorse required parent involvement in teenage driver education classes and to want parent information from driver education about many teen driving issues. Conclusions: That the majority of parents are open to required involvement in their teenagers' driver education classes is promising because doing so could better prepare parents to understand and adhere to GDL policies, supervise teenagers' practice driving, and manage teen independent driving, all of which could further increase teen driver safety.

Survey explores teen driving behavior in Central Valley, Los Angeles high schools

Teenage drivers, particularly new drivers, have higher crash rates than adults. We surveyed 2,144 teenage drivers in California about their driving practices, factors influencing driving behavior, and views on driver education and resources. Teens wanted updated driver education courses and more behind-the-wheel training while learning to drive. They identified parents as their most important resource when learning to drive and also reported that parents were less likely to enforce the rule prohibiting driving with teen passengers than other driving rules. Teens described behavior by teen passengers that distracted them while driving. The findings indicate that new drivers benefit greatly from graduated driver licensing laws.

Intention to register as organ donors: a survey of adolescents

Little is known about factors that influence the intention of adolescents to register as organ donors. The identification of such factors has important implications for the development and implementation of educational programs and subsequent donor registration rates. To determine whether adolescents with an expressed commitment to becoming organ donor registrants differ significantly from nondonors on sociodemographic characteristics and factors influencing their decision. Four hundred forty-five adolescents visiting a Department of Motor Vehicles office for a permit or license (n=153) or attending a driver's education course (n=292) completed a semistructured interview and questionnaire. Female (52.6%) and white (55.8%) adolescents were more likely to have favorable donation intentions relative to male (45.6%) and nonwhite (39.0%) adolescents (chi2 = 7.5, P = .02, and chi2 = 19.7, P = .003, respectively). Those with favorable donation intentions also endorsed significantly more positive factors (benevolence, need awareness, existentialism) as being more important in their decision. Adolescents who did not want to donate (58.7%) and those who were undecided (23.1%) were less likely to have discussed their decision with parents than were those who wanted to donate (67.7%, chi2 = 63.6, P = .0001). Finally, providing adolescents with a free driver's license in exchange for organ donor registration would have the greatest impact on registering undecided adolescents (29.8%, chi2 = 33.2, P = .0001). There is a pressing need for more systematic and culturally sensitive organ donation education directed toward adolescents, and the Department of Motor Vehicles and driver's education courses may be appropriate venues. An educational program from the U.S. Department of Health and Human Services, Decision: Donation, could be used in this context.

Intention to Register as Organ Donors: A Survey of Adolescents

Little is known about factors that influence the intention of adolescents to register as organ donors. The identification of such factors has important implications for the development and implementation of educational programs and subsequent donor registration rates. To determine whether adolescents with an expressed commitment to becoming organ donor registrants differ significantly from nondonors on sociodemographic characteristics and factors influencing their decision. Four hundred forty-five adolescents visiting a Department of Motor Vehicles office for a permit or license (n=153) or attending a driver's education course (n=292) completed a semistructured interview and questionnaire. Female (52.6%) and white (55.8%) adolescents were more likely to have favorable donation intentions relative to male (45.6%) and nonwhite (39.0%) adolescents (chi2 = 7.5, P = .02, and chi2 = 19.7, P = .003, respectively). Those with favorable donation intentions also endorsed significantly more positive factors (benevolence, need awareness, existentialism) as being more important in their decision. Adolescents who did not want to donate (58.7%) and those who were undecided (23.1%) were less likely to have discussed their decision with parents than were those who wanted to donate (67.7%, chi2 = 63.6, P = .0001). Finally, providing adolescents with a free driver's license in exchange for organ donor registration would have the greatest impact on registering undecided adolescents (29.8%, chi2 = 33.2, P = .0001). There is a pressing need for more systematic and culturally sensitive organ donation education directed toward adolescents, and the Department of Motor Vehicles and driver's education courses may be appropriate venues. An educational program from the U.S. Department of Health and Human Services, Decision: Donation, could be used in this context.

The Effects of Learner's Permit Requirements in Tennessee

Sixteen and 17 year-olds were surveyed at motor-vehicle offices in Tennessee after qualifying for their first driver's license. When the survey was conducted during October and November 1995, neither a learner's permit nor completion of a driver education course was required to obtain a license at age 16 or 17. The survey was repeated during December and January 1996–97, approximately one year after a requirement to hold a learner's permit for 90 days or complete a driver education course was implemented. Results from the 1991 drivers (ages 16 and 17) surveyed indicated Tennessee's licensing law change was associated with approximately 100 additional miles and 8 additional hours of practice driving prior to licensure for the typical 16 or 17 year-old, most often while supervised by a parent or guardian. Results are discussed in relation to the prelicense practice driving requirements of graduated licensing systems.

Effects of high school driver education on motor vehicle crashes, violations, and licensure

Objective: We sought evidence in the research literature to determine if (1) high school–aged persons who enroll in a driver education course have fewer motor vehicle–related crashes or violations, or are more likely to obtain a drivers license, than those who do not enroll in driver education courses, and (2) the availability of high school driver education courses is associated with lower community rates of motor vehicle crashes among young drivers. Methods: To be included, a study must: (1) assess the effects of driver education courses or legislation for high school–aged persons; (2) present non-self-reported data for at least one of the following outcome measures: driver licensure rates, motor vehicle–related violations, or crashes; (3) include some form of no intervention comparison group; (4) adequately control for potentially confounding variables; and (5) randomly assign participants to control or treatment groups, if a controlled trial. Results: Nine studies met our inclusion criteria. Based on these studies, there is no convincing evidence that high school driver education reduces motor vehicle crash involvement rates for young drivers, either at the individual or community level. In fact, by providing an opportunity for early licensure, there is evidence that these courses are associated with higher crash involvement rates for young drivers. Conclusions: Although few driver education curricula have been carefully evaluated, in the absence of evidence that driver education reduces crash involvement rates for young persons, schools and communities should consider other ways to reduce motor vehicle–related deaths in this population, such as graduated licensing.

Emt knowledge of ambulance traffic laws

Objective. The safe operation of ambulances using warning lights and siren requires both the public and emergency medical technician (EMT) drivers to understand and obey relevant traffic laws. However, EMTs may be unfamiliar with these laws. The purpose of this study was to evaluate EMTs' knowledge of traffic laws related to the operation of ambulances with warning lights and sirens. Methods. North Carolina EMTs participating in a statewide EMS conference October 6–8, 1995, completed a five-question survey. Knowledge of ambulance speed limits, yielding at intersections, yielding in roadways, and following distances was assessed using a multiple-choice format. Demographic data pertaining to EMT age, years of experience, paid vs volunteer status, driver's education courses, and past accident involvement were also obtained. Proportions were compared using chi-square analysis, alpha = 0.05. Results. Two-hundred ninety-three of 308 (95%) EMTs attending the conference completed questionnaires. The median number of correct responses to the five knowledge questions was 1 (range 0–4). Thirty-three percent of the EMTs knew that other vehicles are required by law to yield while either approaching or being overtaken by an ambulance with warning lights and sirens; 2% knew that due regard for safety is the only requirement of an ambulance approaching a red light at an intersection; 14% knew that the minimum following distance behind an ambulance is one city block; and 28% knew that there is no speed limit on ambulances with warning lights and sirens. Respondents were more likely to score above the median if they had taken one or more emergency driver's education courses or had nine years or more of EMS experience. Conclusion. In this sample, EMT knowledge of basic traffic laws pertaining to ambulance operation is poor. Emergency driver's education courses and increased experience appear to be related to increased knowledge scores. Increased training for EMTs about traffic laws may improve the safe operation of ambulances.

Alcohol and the Driver

To the Editor.— The recommendations made by the Council on Scientific Affairs 1 in regard to drinking and driving are well thought out and should serve as a guide for legislators in formulating future policy decisions addressing this serious social problem. One wonders, however, whether more can be done. Since the 16- to 17-year-old age group is grossly overrepresented in automobile and alcohol-related accidents and fatalities, it may be prudent to consider additional means for reducing this group's risk. One such measure would be the elimination of driver education courses, which result in large numbers of teenagers taking to the road before their 18th birthdays. The state of Connecticut eliminated funding for such courses in 1976, and nine school systems subsequently dropped driver education courses from their curricula. The result was a substantial reduction in automobile accidents involving 16- and 17-year-olds in those localities where courses were no longer offered.

Elderly Driver Retraining

This report documents a study of the traffic safety problems associated with drivers. For the purposes of this study, elderly are defined as drivers aged 55 years or older. The study involved five major activities. First, research was reviewed to determine what factors (e.g., deficiencies of performance, health, and knowledge) are most strongly related to the aging process and the accident experience of older drivers. Second, 20 driver education courses made available to older drivers were reviewed to determine what had been and was being done to address these problems. Third, an eight-hour program designed specifically for older drivers by National Retired Teachers Association/American Association of Retired Persons was evaluated. The evaluation design allowed project staff to collect data bearing on subjects personal characteristics, vehicle use patterns, driving problems, and crash and conviction histories. Analysis indicated that the program was effective in increasing subject knowledge. No significant effect on accident rate was found, though the small sample size would allow a modest but significant effect to go undetected. Crash experience did appear to be a function of exposure and medical problems. On the basis of information gained through these three activities, an older driver instructional manual--suitable for distribution by a variety of agencies serving the older community--was developed. Also developed was a set of recommendations to guide the development, content, and instruction approach taken in future programs for older driver retraining.

Effects of fear-arousing components of driver education on students' safety attitudes and simulator performance.

Despite the importance of driving safety, there is little evidence that traditional driver education courses are effective. A 2X2X2 factorial experiment examined the effects of (a) the noxiousness of an automobile accident, (b) one's probability of being in an accident, and (c) the efficacy of safe-driving practices on 144 high school driver education students. The results disclosed that increments in the noxiousness variable greatly reduced error rates on driving simulators. Additionally, if students behaved negligently, driving performance was improved by increasing either their perception of the severity of accidents or their chances of being in one. Advantages of discovering effective variables linked to general psychological theories (i.e., expectancy-value theories) were reviewed and implications for implementing these principles in driver education were discussed. /Author/

Driving behaviour as differentiated by the tasmanian ten year old intelligence test

SummaryTwo groups of young males, the one of higher and the other of lower intelligence, as measured by the Tasmanian Ten Year Old Intelligence Test, were selected from the records of four high schools.Though the lower intelligence group held the same number of driving licences, they had more total offences. These were accounted for by the repeat offences; the greater number of convictions at each court appearance and more offences of the nonmoving variety.In the first paper, reasons are given why those of lower intelligence are more likely to be convicted of these traffic offences and the preventive actions which could be taken by the police.In the second paper it is shown that a compulsory high school driver education course if renewed at intervals will reduce these “nonmoving” convictions which characterise those of lower intelligence. The results indicate this type of driver education has less effect on moving offences and accidents.