Citation

Prabhakharan P, Molesworth BR. Accid. Anal. Prev. 2011; 43(5): 1696-1702.

Affiliation

School of Aviation, The University of New South Wales, Australia.

Copyright

(Copyright © 2011, Elsevier Publishing)

DOI

10.1016/j.aap.2011.03.028

PMID

21658496

Abstract

BACKGROUND: Young drivers under the age of 25 throughout the world continue to be over-represented in motor vehicle accidents (WHO, 2007). A contributing factor to a large number of these motor vehicle accidents is speeding. Reducing drivers' tendency to speed remains a challenge. In aviation, one method that has yielded positive results in terms of improving pilots' risk management behavior involves engaging pilots cognitively in the task (Molesworth et al., 2006). This type of training is hypothesized to repair faulty cognitive structures known as scripts. Therefore, the main aim of the present research was to examine the utility of a training program where drivers are actively engaged following a driving episode by giving them personalized feedback in order to reduce their tendency to speed. METHOD: 58 young (16-24 years) motorists were divided into four groups. All participants completed both a 'training' session followed by a test session one week apart. Training consisted of either, reading three accident cases involving speeding, cases with rules associated with the offense, a simulated drive with personalized post-drive feedback regarding speeding and its legal ramifications or a card sorting task (control). The main dependent variables were percentage of distance speeding and frequency of zone violations during the simulated drive in the test session. RESULTS: A series of planned contrast analysis with family-wise error corrected at .017 revealed that receiving personalized feedback regarding speeding behavior following a simulated drive significantly reduced speeding tendency in the test session, when compared to control. Reading case examples alone, or coupled with rules, appeared to have no impact on speeding behavior, compared to control. CONCLUSION: The results suggest that training programs that actively engage individuals about a driving episode by providing them with personalized feedback may be effective in curbing young drivers' speeding behavior. These results are discussed from a theoretical and applied perspective.

Language: en