Thesis (Ph. D.)--Purdue University, 1940. / Vita: leaf attached to fly leaf at end. Bibliography: p. 47-56.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1971. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--Civil and Environmental Engineering, Georgia Institute of Technology, 2005. / Includes bibliographical references (p. 310-316). Also available online via the Georgia Institute of Technology, website (http://etd.gatech.edu/).

No description available.

This pragmatic study consists of four cross-sectional and two inter-linked longitudinal studies designed to review two classroom-based interventions aimed at modifying driving related attitudes and self-reported driving behaviour. Subjects, (N=451), were divided into three groups. Subjects in Group 1 (N=176), learned to drive, passed the driving test and completed a questionnaire schedule. Group 2 subjects, (N=123), in addition to the above, attended classroom-based predriver training course while learning to drive. The subjects in Group 3, (N= 152), after learning to drive, received a classroom-based post-driver training course \\ithin three months of passing the driving test. Questionnaires were issued as the subjects started driver training (Time I), on passing the driving test (Time 2), three months post-test (Time 3) and nine months post-test (Time 4). The ftrst study, Time I, tested the predictive ability of Ajzen's (1985, 1988) Theory of Planned Behaviour with regard to the intentions of new drivers to conform to the social and legal conventions of driving and was successful in explaining 34% of the variance. Study two, Time 2, tested for increased driving knowledge and additional driving motives between groups for effects of the pre-driving test intervention. No support for this type of intervention was found. Study three, Time 3, assessed the performance of a post-test intervention informed by the Health Belief Model (Rosenstock, 1966) and Protection Motivation Theory (Rogers, 1975). Using the Drivers Skil1s Inventory (Lajunen and Summala, 1995), results revealed that subjects in Group 3 perceived themselves to be signiftcantly less skilled and less safe. Study four, Time 4, was designed to test for effects of both interventions at nine-months post-test The results revealed that only those subjects in Group 3 had better behavioural intentions with regard to speeding behaviour. Overall no support was found for pre-driver training. However, limited support was found for post-driver training in influencing self-reported driving behaviour.

Thesis (M.A.)--University of Alabama at Birmingham, 2007. / Title from PDF title page (viewed Sept. 21, 2009). Includes bibliographical references (p. 30-34).

Thesis (Ph. D.)--University of Alabama at Birmingham, 2008. / Title from PDF title page (viewed Sept. 21, 2009). Additional advisors: Michael Crowe, Cynthia Crowley, Virginia G. Wadley, David E. Vance. Includes bibliographical references (p. 31-34).

No description available.

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (p. 83-93).

Thesis (Ph.D.)--York University, 1999. Graduate Programme in Psychology. / Typescript. Includes bibliographical references (leaves 99-120). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:NQ39272