@article{ref1,
title="Learning to drive safely: Social-cognitive responses are predictive of performance rated by novice drivers and their instructors",
journal="Transportation research part F: traffic psychology and behaviour",
year="2005",
author="Victoir, An and Eertmans, Audrey and Van den Bergh,  and Van den Broucke,  and Victoir, An",
volume="8",
number="1",
pages="59-74",
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.",
language="en",
issn="1369-8478",
doi="10.1016/j.trf.2005.01.002",
url="http://dx.doi.org/10.1016/j.trf.2005.01.002"
}