Loughborough University
Leicestershire, UK
LE11 3TU
+44 (0)1509 263171
Loughborough University

Loughborough University Institutional Repository

Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/33177

Title: A mixed-methods study of driver education informed by the Goals for Driver Education: Do young drivers and educators agree on what was taught?
Authors: Rodwell, David
Hawkins, A.N.
Haworth, Narelle
Larue, Gregoire S.
Bates, Lyndel
Filtness, Ashleigh J.
Keywords: Young drivers
Novice drivers
Driver education
Driver training
Goals for driver education
GADGET matrix
Graduated driver licensing
Issue Date: 2018
Publisher: © Elsevier
Citation: RODWELL, D. ...et al., 2018. A mixed-methods study of driver education informed by the Goals for Driver Education: Do young drivers and educators agree on what was taught?. Safety Science, 108, pp. 140-148.
Abstract: 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.
Description: This paper is in closed access until 9th Nov 2019
Sponsor: This research was supported by the Australian Government through the Australian Research Council's Linkage Projects funding scheme (project LP140100409).
Version: Accepted for publication
DOI: 10.1016/j.ssci.2018.04.017
URI: https://dspace.lboro.ac.uk/2134/33177
Publisher Link: https://doi.org/10.1016/j.ssci.2018.04.017
ISSN: 0925-7535
Appears in Collections:Closed Access (Design School)

Files associated with this item:

File Description SizeFormat
Filtness_A qualitative study of driver education_no details_FINAL.pdfAccepted version278.11 kBAdobe PDFView/Open

 

SFX Query

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.