Low-range, mid-range and high-range speeding: The association with speeding habits, perceived legitimacy and deterrence.

INTRODUCTION: Speeding is a global road safety concern contributing to an excessive number of fatal crashes and serious debilitating injuries. Research identifying amendable factors associated with speeding to inform interventions is critical. METHOD: This study examined the association of habit, perceived legitimacy of enforcement, and deterrence elements with three levels of speeding behavior; low- (<10 km/hr over the posted speed limit), mid- (10-20 km/hr), and high-range (>20 km/hr) speeding. An online survey of 870 participants aged over 17 years (M = 37 years) was administered. RESULTS: Approximately 80% of participants reported low-range speeding, 40% mid-range speeding, and 20% high-range speeding. Differences were found between speeding on urban and open roads with the proportion of participants greater for mid- and high-range speeding on open roads. Multiple linear regressions were run finding habit and deterrence variables to be significant predictors of all three levels of speeding. Perceived legitimacy of enforcement was a significant predictor of high-range speeding only. PRACTICAL APPLICATIONS: These findings suggest countermeasures that encourage good speed-related habits would be promising. It is also concluded that additional deterrence measures that reduce punishment avoidance experiences (e.g., better detection of speeding behaviors) are needed to further curb speeding behaviors. Nevertheless, the current punishment for all levels of speeding is perceived to be an effective deterrent. These recommendations inform policy, training and education, and campaigns that target engagement in speeding.

Perceptions of novice driver education needs; Development of a scale based on the Goals for driver education using young driver and parent samples.

Professional driver education and training has traditionally been used to improve the driving skills of young people with the expectation that they will drive more safely and therefore be less likely to crash. Despite this, much research has failed to find such an effect. The Goals for Driver Education (GDE) is a theoretical framework developed to improve the effectiveness of driver education. The GDE seeks to draw attention to a broader array of factors that may influence the driving of young people and hence increase the scope of what is included in driver education and training. Within the GDE, factors affecting driving and driver education are grouped into combinations of four hierarchical levels that represent influences on driving at increasing levels of abstraction (GDE level 1: Vehicle manoeuvring; GDE level 2: Mastery of traffic situations; GDE level 3: Goals and contexts of driving; GDE level 4: Goals for life and skills for living) and three types of individual competencies (Knowledge and skills; Risk-increasing factors; Self-evaluation skills). However, to date there have been few, if any, attempts to operationalise the GDE in a quantitative way. In response, the Perceptions of Driver Education Scale (PDES) was developed to gain an understanding of what two important stakeholder groups in the driver education and training ecosystem perceived to be important to be taught to novice drivers. Understanding these perceptions may lead to greater acceptance of the driver education and training that is designed and make it more effective. Following rigorous scale development procedures, thirty-five items were developed a priori using expert opinion and deployed, via an online survey, to a sample of parents of novice drivers (N = 518) and a separate sample of novice drivers (N = 247), both from Queensland, Australia. Exploratory Factor Analysis was performed on the parent responses and Confirmatory Factor Analysis was performed using the novice driver responses. A 29-item 9 factor solution was judged to be the best fit with the overall scale and each of the factors displaying strong levels of internal consistency. The 9 factors cover most hierarchical level and competency combinations, although removal of items meant that there is no representation concerning perceptions of Self-evaluation skills related to Level 3: Goals and contexts of driving within the PDES. Overall, the PDES is a valid and reliable instrument for investigating the aspects of driver education and training that are perceived as important by novice drivers and parents. The scale may also be applicable for use with other stakeholder groups and could also be used to evaluate pre-existing driver education and training programs.

Road users' engagement in prosocial and altruistic behaviors: A systematic review.

INTRODUCTION: Engagement in prosocial and altruistic on-road behaviors is a new area of research with potential safety benefits for road users. This paper systematically reviewed studies on road users' engagement in prosocial and altruistic behaviors to provide guidance regarding the next steps in this area of research, particularly to inform targeted interventions. The objective was to identify the types of on-road prosocial and altruistic behaviors that have been studied, and the factors associated with these behaviors. Road users were defined as drivers, passengers, or vulnerable road users (e.g., pedestrian, motorcyclists, and bicyclists). METHOD: The database search was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRIMSA) guidelines and was conducted in June 2021. A total of 23,090 articles were identified in four databases including APA PsycINFO, Embase, Web of Science, and the Transportation Research Information Database. Eleven articles (13 studies) published between 2004 and 2021 met the inclusion criteria and were included in the review. RESULTS: Six studies focused on intervening behaviors, specifically relating to passengers' willingness or intentions to speak up to a driver engaging in unsafe driving behaviors, four studies focused on drivers' yielding behaviors at crosswalks, and one study each focused on altruistic driving behaviors, prosocial driving behavior at long-wait stops, and prosocial behavior towards cyclists. Studies typically examined characteristics of the prosocial road user, including self-esteem, efficacy, and subjective norms, as well as contextual factors, such as other road users' behaviors and on-road messaging. CONCLUSIONS: This review highlights specific factors that may predict road users' engagement in prosocial and altruistic on-road behaviors. PRACTICAL APPLICATIONS: The outcomes from this review may be used to guide the development of future road safety public education messages designed to encourage greater participation in prosocial and altruistic on-road behaviors that act to benefit all road users.

It's not a hard and fast rule: A qualitative investigation into factors influencing speeding among young drivers.

INTRODUCTION: Research demonstrates that young drivers exceed the posted speed limit more frequently than older drivers, and this demographic is also subsequently overrepresented in road crash statistics. This behavior remains a worldwide problem despite legal enforcement efforts that have proven to have limited efficiency and/or produce counterintuitive results. METHOD: Consequently, this study undertook a qualitative analysis in order to understand the factors that are perceived to both prevent and promote speeding behavior among young drivers, guided by self-determination theory (SDT). Focus groups were conducted with a total of 60 young drivers aged 17-25 years. An inductive thematic analysis approach was taken to analyze the data. RESULTS: Findings revealed the following factors influence the prevention of speeding: (1) legal consequences were perceived to deter low-level speeding, (2) fear of injury was believed to prevent high-level speeding, and (3) speed awareness monitors were considered to be an effective countermeasure. Meanwhile, factors perceived to contribute to violating speed restrictions included: (1) perceiving it is safe to do so, (2) a perceived norm to speed, (3) emotions, and (4) unintentional speeding. According to SDT, the factors that were perceived to prevent speeding promote externalized self-regulatory processes and are therefore limited by short-term behavior change. PRACTICAL APPLICATIONS: The findings have important implications for designing countermeasures aimed at young drivers, not least illuminating the need to have education and media campaigns that target and build drivers' perceived competence, autonomy, and relatedness in relation to speeding in order to promote longer term compliance.

Investigating self-regulation in young adults who drug-drive.

OBJECTIVE: Drug-driving among young adults is a growing concern. Methods other than enforcement are required to reduce engagement in such behavior. Research has identified satisfaction of individual's inherent psychological needs is predictive of positive behavioral outcomes sustainable in the long-term via the internalization of self-regulatory processes. Drug-driving behavior and self-regulation was explored through the lens of self-determination theory's needs-supportive model. METHODS: An online cross-sectional survey of 304 participants (males = 78), aged 18-24 years (M = 20.61, SD = 1.92) was conducted. Participants were recruited via convenience sampling across Queensland, Australia. Measures included drug use, drug-driving behavior and self-regulation. RESULTS: A hierarchical binary logistic regression showed that, aside from problematic drug use predicting drug-driving, higher scores for age, effort/importance, an indicator of internalization of regulatory processes, and trait self-regulation significantly predicted a decrease in the likelihood of young adult drug-driving, with 61% variance accounted for in the model. CONCLUSIONS: Problematic drug use as the underlying issue contributing to drug-driving requires continued attention. However, viewing the issue of drug-driving as the result of unmet inherent psychological needs supports the notion that meeting these needs may reduce drug-driving in the long-term, instead of relying on the short-term effectiveness of enforcement measures. The study contributes to the limited research understanding the role of self-regulation in drug-driving behaviors. The implications of these findings include recommendations for psychological-based interventions guided by self-determination theory targeting young adults' drug-driving and more generally their long-term safe driving practices.

Driving through a pandemic: A study of speeding and phone use while driving during COVID-19 restrictions.

OBJECTIVE: In response to the COVID-19 pandemic, restrictions were implemented, however, data indicates road crash rates have not decreased proportionately to the decline in traffic density. This study explored how speeding and phone use while driving (road behaviors associated with a high crash risk) changed as a result of COVID-19 restrictions in Queensland. METHODS: Two cross-sectional studies were conducted in Queensland, Australia to examine self-reported changes in speeding and phone use while driving before, during and after the easing of restrictions (while also considering exposure to the road and driving location). Study 1 (n = 351) was conducted between 12 May and 12 June 2020, when the majority of COVID-19 restrictions were enforced. Study 2 (n = 427) was conducted between 24 June and 12 August 2020, when restrictions were easing. RESULTS: The findings indicated, overall, self-reported speeding and phone use significantly decreased during restrictions (likely due to reduced travel), but not for those who continued to drive regularly. There was an additional, significant self-reported decrease in phone use while driving after restrictions were eased when compared to engagement during restrictions, which may (in part) be due to the simultaneous introduction of roadside mobile phone detection cameras. CONCLUSION: These findings highlight the importance of visible deterrence and provide a glimpse of possible consequences if there is a more sustained reduction in policing presence on roads.

Self-regulation differences across learner and probationary drivers: The impact on risky driving behaviours.

Risky driving behaviours are a known contributor to young drivers' overrepresentation in road trauma, with self-regulation suggested as an important associated construct, but yet to be extensively explored. The aims of this study were to examine the utility of self-determination theory in explaining risky driving behaviours and to explore differences between young Learner and Provisional (P1)- licensed drivers in regard to their self-regulated safety orientation and engagement in risky driving behaviours. Learners (n = 1038) and P1(n = 589) drivers, aged 16-19 years, responded to a 91-item online survey, including self-regulated safety orientation items adapted from self-determination theory and inattentive and intentional risky driving behaviour items. Results showed that self-determination theory had good predictive power for the two types of risky driving behaviours for both licence groups. Learner and P1 drivers' engagement in risky behaviours was similar, however, the relative importance of self-regulated safety orientation elements to reduced engagement in these behaviours differed. Learners' engagement in intentional risky behaviours reflected greater perceived effort/importance and pressure/tension compared to P1 drivers. Greater effort/importance is an overarching indicator of internalised regulation concerning safe driving behaviours, which might be primed when first exposed to driving. However, greater perceived pressure/tension suggests that internalisation of self-regulatory processes is being suppressed during the Learner phase. This might stem from the required presence of driver trainers and supervisory drivers, as well as interactions with other road users. Whilst only tentative explanations in this first exploration, the findings suggest there is potential for greater efforts in Learner driver training and supervision to encompass the types of skills and learning that encourage the development of self-regulation to reduce risky driving behaviours during both the Learner and P1 stage. These findings contribute to the limited research regarding self-regulation by young novice drivers and informs a better understanding of the psychological influences of engagement in risky driving behaviours, including the first such examination among early independent licensed drivers.

Drink driving during the COVID-19 pandemic.

Due to the COVID-19 pandemic, static roadside random breath testing (RBT) was temporarily suspended between 16 March and 12 June 2020 in Queensland, Australia. In addition to restrictions on travel and social interactions, this provided a unique opportunity to examine changes in drink-driving behaviour during and after a reduction in RBT operations in the community. Three cross-sectional surveys were disseminated at different time points to examine these differences. Over three surveys, 1193 Queensland licensed drivers aged 18 years and over (M = 36.9, SD = 16.7) responded. While overall drink driving decreased over the three survey periods, there were groups where drink driving, or the intention to drink drive, increased over the same period. The overall decrease could be expected as a result of community restrictions on socialising and travel behaviours. In each of the surveys, prior engagement in drink driving was the strongest predictor of intention to increase future engagement and actual engagement. These drink drivers were more likely aged 18-24 years, male, and held restricted licensure. Notably, a small number of participants who reported drink driving, and/or intention to drink drive during the survey period, reported not having engaged in this behaviour previously. This suggested an increased likelihood of drink drivers experiencing punishment avoidance which may promote future engagement in this behaviour. Despite a decrease in social opportunities to drink, and the suspension of highly visible roadside breath testing sites, drink driving persisted. This research highlights the importance of RBTs as a general deterrent for drink driving.

Higher-order driving instruction and opportunities for improvement: Exploring differences across learner driver experience.

INTRODUCTION: Few studies have investigated what guidance occurs during the Learner phase of driving, particularly during formal lessons. The objective of this research was threefold: (a) investigate functional and higher-order driving instruction (HO-DI) in formal Learner lessons, (b) explore teaching approaches within the context of a theoretical framework, and (c) investigate variation in these three elements of instruction as a function of Learner driving experience. The theoretical framework developed to guide this research integrated the constructivist Goals for Driver Education and self-determination theory. METHOD: Professional instruction was explored through naturalistic observation; 15 instructors provided GoPro recordings of 110 driving lessons with Learners aged 16-19 years (n = 96) at varying levels of experience: Early (<20 logbook hours), Mid (21-70 h), and Late (71->100 h). RESULTS: Employing a previously-developed coding taxonomy, instructor guidance opportunities were identified as 15% HO-DI, 73% functional instruction, and 12% untaken or missed HO-DI. Functional instruction peaked in the Mid Phase, while HO-DI was prominent in the Early phase suggesting missed opportunities in the later phases when use of silence peaked. Some elements of self-determination theory's needs-supportive model were readily identified in teaching approaches, such as feedback. CONCLUSIONS: An understanding of functional and HO-DI, including teaching strategies, was established within the context of an integrated theoretical framework, with different trajectories across Learner experience identified. Teaching strategies reflected constructivism and self-determination theory providing theoretical support for these frameworks to be applied in future driver training studies. Continued research efforts are needed to understand how best to balance functional and HO-DI to maximize young novice drivers' learning prior to independent driving, particularly during the late Learner period. Practical Applications: Naturalistic observation of current HO-DI and teaching approaches supports the feasibility of integrating recommended improvements arising from the theoretical framework within current practice, with practical implications for improvements to industry training.

Association between higher-order driving instruction and risky driving behaviours: Exploring the mediating effects of a self-regulated safety orientation.

Adolescents' risky driving behaviours contribute to their over-representation in road trauma. Higher-order driving instruction is suggested to reduce such behaviours. To sustain positive behaviours in the long-term, self-determination theory identifies self-regulation as fundamental. The current research explored associations between higher-order driving instruction, risky driving behaviours, and a self-regulated safety orientation. Learner drivers (n = 544), aged 16-19 years, responded to a 91-item survey. Self-regulated safety orientation was found to fully mediate the relationship between higher-order driving instruction and inattentive risky driving behaviours, and between anticipatory higher-order driving instruction and intentional risky driving behaviours. A partial mediation was found between self-regulatory higher-order instruction and intentional risky driving behaviours. These results support that higher-order driving instruction, delivered to develop a self-regulated safety orientation, has potential to reduce young novice drivers' risky driving behaviours. Further research is recommended to triangulate these results through direct observation and longitudinal evaluation.

Development of a higher-order instruction coding taxonomy for observational data: Initial application to professional driving instruction.

Development of a higher-order instruction taxonomy, informed by best practice in driver education (Goals for Driver Education) and self-determination theory (guiding teaching strategies), was tested. Inter-coder reliability was assessed by coding 93 data elements from 5-min clips from three driving instructors. Seventy-three instruction and 32 teaching approach codes were selected. Reliability between two independent coders was high (IOC = 94.6%). Application to data from 17 randomly-selected, 1-h lessons (n = 3 driving instructors) in a pilot study of professional learner driver lessons assessed taxonomy validity. Missed, taken, and untaken opportunities for higher-order instruction via 9 instruction and 19 teaching-approach categories were identified. Reliability assessment and taxonomy application demonstrates evidence to facilitate a comprehensive understanding of driving instruction content and quality, with implications for assessing and evaluating the impact of higher-order instruction in relation to driving and other safety-critical sectors requiring higher-order skills.