The purpose of this report is to provide a self-contained copy of the critical review of the fundamental and applied literature on attitude development and change, good practice in pre-driver education provision and evaluation. The review of literature on definitions and models of attitudes established that there is no universally accepted definition of the term ‘attitude’. In addition, models of the relationship between an individual’s attitude and demonstrated behaviour illustrated the complexity of this relationship and the range of factors that can influence it. Some evidence for the relationship between attitudes and behaviours was found for young drivers, but not for pre-drivers. Only a few studies investigating the specific influence of moderating factors on the relationship between children’s and young peoples’ attitudes and beliefs to driving, riding and being a passenger and, ultimately, driving behaviour were identified. Information from other studies could be used to develop a list of potential moderating factors for validation. The review demonstrated that young people appear to have relatively welldeveloped attitudes towards driving, riding and being a passenger. Attitudes towards driving are present in children as young as 11 years old. The review of theoretical literature revealed that a range of factors can influence how and when attitudes develop. One of the main theories that provided information about attitude development was Kohlberg’s Theory of Moral Development (Kohlberg, 1969). This suggests that many adolescents may be at Moral Development Level 3. This level is often characterised by a need to please others (which in adolescence is likely to involve peer groups). A tentative conclusion is that pre-driver interventions involving other young people (e.g. peer-peer interventions) may prove successful. In general, a comprehensive understanding of those factors influencing the development of both the strength and direction of an individual’s attitudes towards driving, riding and being a passenger is relevant to the development of appropriate types of pre-driver education interventions is required. The review identified information about the influence of parents on the attitudes of young people. Interventions that address the attitudes of parents as well as young people towards road safety may prove effective. The review concluded that gender, per se, does appear to have an influence on the attitudes held by pre-drivers towards road safety in general and driving in particular. However, additional research is required to confirm the relationship between age and attitudes towards driving, riding and being a passenger. The literature review identified a complex set of factors that may influence the relationship between attitudes and behaviour. An identification of the key influences that pre-driver education can and should address is a key challenge to this project. While it is important that the industry understands the complexity of the attitudebehaviour relationship, there is a need to ensure that this issue does not result in inaction. A ‘Good Practice Guide to Pre-driver Education’ should address this issue. (Author/publisher) This report may be found at: http://www.dft.gov.uk/pgr/roadsafety/research/rsrr/theme2/predrivereduc…
Samenvatting