Learning to drive safely: Social-cognitive responses are predictive of performance rated by novice drivers and their instructors
(2005) Transportation Research. Part F: Traffic Psychology and Behaviour — Vol. 8, n° 1, p. 59-74 (2005)
Files
No attached file found for this publication.
Details
- Authors
- Abstract
- In this study, novice drivers' safe driving performance was investigated in a prospective design. Driving performance during a 1 1/2 h driving session was rated both by the drivers and their instructors. The results indicated that a model based on the Theory of Planned Behaviour predicted both self-reported performance (50% of variance in general assessments and 33% of variance in estimates of driving errors/violations explained) and instructors' general assessments (17% variance explained). Instructors' assessments of driving errors and violations committed during the session was the only outcome not successfully explained by the model (0% variance explained). The results indicate that self-reports on behavioural criteria are not without merit in tests concerning the contribution of social-cognitive determinants to safe driving. Self-efficacy emerged as the main predictor of performance. Interventions targeting novice drivers, could therefore emphasize mastery experiences in order to facilitate safe driving behaviour. © 2005 Elsevier Ltd. All rights reserved.
- Affiliations
Citations
Victoir, A., Eertmans, A., Van Den Bergh, O., & Van den Broucke, S. (2005). Learning to drive safely: Social-cognitive responses are predictive of performance rated by novice drivers and their instructors. Transportation Research. Part F: Traffic Psychology and Behaviour, 8(1), 59-74. https://doi.org/10.1016/j.trf.2005.01.002 (Original work published 2005)