| People | Locations | Statistics |
|---|---|---|
| Seuring, Stefan |
| |
| Nor Azizi, S. |
| |
| Pato, Margarida Vaz |
| |
| Kölker, Katrin |
| |
| Huber, Oliver |
| |
| Király, Tamás |
| |
| Spengler, Thomas Stefan |
| |
| Al-Ammar, Essam A. |
| |
| Dargahi, Fatemeh |
| |
| Mota, Rui |
| |
| Mazalan, Nurul Aliah Amirah |
| |
| Macharis, Cathy | Brussels |
|
| Arunasari, Yova Tri |
| |
| Nunez, Alfredo | Delft |
|
| Bouhorma, Mohammed |
| |
| Bonato, Matteo |
| |
| Fitriani, Ira |
| |
| Autor Correspondente Coelho, Sílvia. |
| |
| Pond, Stephen |
| |
| Okwara, Ukoha Kalu |
| |
| Toufigh, Vahid |
| |
| Campisi, Tiziana | Enna |
|
| Ermolieva, Tatiana |
| |
| Sánchez-Cambronero, Santos |
| |
| Agzamov, Akhror |
|
Filtness, Ashleigh
in Cooperation with on an Cooperation-Score of 37%
Topics
Publications (20/20 displayed)
- 2023Framework for behaviour change implemented in real-time and post-trip interventions of the H2020 i-DREAMS naturalistic driving project
- 2023State-of-the-art Technologies for Post-Trip Safety Interventions
- 2023Effectiveness of real-time and post-trip interventions from the H2020 i-DREAMS naturalistic driving project: A Sneak Preview
- 2022Investigating the effects of sleepiness in truck drivers on their headway: an instrumental variable model with grouped random parameters and heterogeneity in their meanscitations
- 2022Methodology for the Evaluation of Safety Interventions
- 2022Investigating the effects of sleepiness in truck drivers on their headway: An instrumental variable model with grouped random parameters and heterogeneity in their meanscitations
- 2021Autonomous Vehicles and Vulnerable Road-Users—Important Considerations and Requirements Based on Crash Data from Two Countriescitations
- 2021The i-DREAMS intervention strategies to reduce driver fatigue and sleepiness for different transport modescitations
- 2021Post-trip safety interventions: State-of-the-art, challenges, and practical implicationscitations
- 2021Modelling driver decision-making at railway level crossings using the abstraction decomposition spacecitations
- 2019Riding the emotional roller-coaster: Using the circumplex model of affect to model motorcycle riders’ emotional state-changes at intersectionscitations
- 2019What do driver educators and young drivers think about driving simulators? A qualitative draw-and-talk studycitations
- 2019Riding the emotional roller-coastercitations
- 2019The effect of psychosocial factors on perceptions of driver education using the goals for driver education frameworkcitations
- 2019Review and ranking of crash risk factors related to the road infrastructurecitations
- 2018A mixed-methods study of driver education informed by the Goals for Driver Education: Do young drivers and educators agree on what was taught?citations
- 2018Serious Road Traffic Injuries in Europe, Lessons from the EU Research Project SafetyCubecitations
- 2018Burden of injury of serious road injuries in six EU countriescitations
- 2016Identification of Road User related Risk Factors. SAfetyCube Deliverable 4.1
- 2016Identification of Road User related Risk Factors. SAfetyCube Deliverable 4.1
Places of action
| Organizations | Location | People |
|---|
article
A mixed-methods study of driver education informed by the Goals for Driver Education: Do young drivers and educators agree on what was taught?
Abstract
Evaluation research suggests that professional driver education and training has little effect on reducing the crash involvements of young drivers. Driver education and training programs have been criticised as being unsystematically designed and lacking an empirical or theoretical basis. The <i>Goals for Driver Education</i> (GDE) is a theoretical framework developed to address these criticisms. The GDE defines four hierarchical levels of driving behaviours and influences on driving and three individualised Person-specific factors that should be considered in driver education and training programs. The aim of this study was to compare and contrast, in a methodologically rigorous manner, the perceptions that young drivers (n = 22; Mage = 17.80 years, SD = 6.54 months) and driver educators (n = 10; Mage = 54.5 years, SD = 9.21 years) have of a professional driver education and training course they participated in or facilitated. Eight semi-structured focus groups were conducted and the GDE was used to direct the collection and analysis of the data. Young drivers mainly discussed basic driving skills located on the lower levels of the GDE rather than higher level abstract factors that increase risk for young drivers. Driver educators tended to group particular GDE levels and Person-specific factors together when discussing the driving course and paid limited attention to Goals and contexts of driving. Results suggest that driver educators should provide direct instruction regarding the more abstract social and contextual factors that influence driving to potentially increase the efficacy of driver education and training as a safety countermeasure.
Topics
Search in FID move catalog