This paper presents university research, funded by the Scottish Road Safety Campaign, to assess three forms of driver training, assigned at random. Young drivers in the first experimental group were followed as they acquired a driving licence in the normal way. The second group had a knowledge-based, standardised pre-driver training programme in addition to normal driving lessons. Those in the third group obtained a driving licence in the normal way, then took part in a post-test training programme based on social cognition modelling theory. The most important issues surrounding the performance of young drivers may be risk taking, involvement in traffic violations, gender, unrealistic optimism, social deviance, aggression, and sensation seeking. These aspects are central to the current research, and are central to the paper. Young drivers have higher accident rates and are more likely to take risks, but can perhaps be taught to modify perceptions, beliefs, and social expectations. The research was mainly a longitudinal study looking at potential changes in driving attitudes and self-reported driving behaviour over time. The paper presents the results, including significant gender differences, suggesting differences between how males and females approach the driving task.
Abstract