This paper reports a study in Scotland to establish whether classroom-based intervention strategies could be effective in addressing the problem of accident liability of newly qualified drivers. Subjects held provisional driving licenses and were in driving training. Four self-report cross-sectional studies were undertaken at set times after the driving test. One group of subjects received classroom education during the driver training time and another after passing the test. Results showed that driver attitudes were formed before taking the tests and pre-test training did not produce any benefit different from the control group. Male learner drivers were less likely to abide by legal and social conventions. For the covering abstract see ITRD E116025.
Samenvatting