The problem of this thesis is to determine the degree of relationship existing between laboratory test scores and practical test scores in driver education and training. The tests considered in this study are depth perception, visual acuity, reaction time, and field of vision.

In Australia and other developed countries, young drivers are more likely to be involved in crashes than older, more experienced drivers. However, not all young drivers are crash involved. There is increasing evidence within road safety literature suggesting the existence of a subgroup of young drivers with an elevated risk of crashing. The aim of this thesis was to examine characteristics of young drivers (aged 16 to 24 years) that identify those with an elevated risk of crash involvement and to validate high-risk driver subtypes among different young driver populations. Young driver interventions might be more effective if tailored to the needs and motivations of these specific subgroups of young drivers identified as being at a higher risk of crash involvement. The first of four studies examined the ability of previous driving behaviour, reflected in driver records, to identify high-risk drivers, that is, drivers deemed culpable for a fatal crash. The official driver records, both crashes and traffic offences, of drivers involved in a multiple vehicle fatal crash were tracked for five years prior to the fatal crash (N=388). This analysis was repeated for a subset of young drivers aged 16 to 24 years (n=82). Although driver records (i.e., prior drink driving offences) had some value in identifying high-risk drivers, they were not useful in identifying the subset of high-risk young drivers. The second study involved an examination of personality characteristics, motivations, driving related attitudes, and behaviours to ascertain whether they could differentiate young traffic offenders (N=336), drivers detected engaging in risky driving, from other young drivers (i.e., university students N=270). Based on a wide variety of questionnaire measures, the profile of characteristics for the offenders indicated that they were well adjusted and generally did not differ greatly from the students. However, there were notable differences on some measures related to aggression. In addition, offenders generally had less safety-oriented attitudes towards road safety issues than students. Considering that young drivers are not a homogenous group, the third and fourth studies examined whether personality characteristics and attitudes could identify different subtypes of young drivers, specifically subtypes with an elevated crash risk. The existence of subtypes was examined and validated among the two young driver populations: university students (N=270) and young traffic offenders (N=336). Based on questionnaire measures, cluster analysis identified four meaningful young driver subtypes in each of the young driver populations. High-risk young driver subtypes were more clearly differentiated among young drivers already identified by their driving record as high-risk (i.e., traffic offenders). Of significance, the high-risk young driver subtypes had a similar profile (i.e., "emotional, hostile" and "thrill-seeking") to those found in previous research. Interventions that matched the needs of these high-risk subtypes were discussed. A 12-month follow up of driver records showed that high-risk subtypes continued to be detected for more traffic offences than other subtypes, and there was a trend of greater crash involvement. It is recommended that further research follow these driver records for a number of years to allow comprehensive validation of these subtypes. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1280851 / Thesis (PhD)-- School of Psychology, 2007

The purpose of this study was to examine the efficacy of the Texas Drug and Alcohol Driving Awareness Program (TDADAP) in relation to alcohol-related offenses among young drivers. Participants in this study were students in pre-license programs for young beginning drivers who either received or did not receive TDADAP instruction as part of their curriculum. Based on the examination and statistical analysis of Texas Department of Public Safety driving record data, findings indicate that TDADAP participation did positively influence subsequent alcohol-related traffic convictions. Participants that received TDADAP instruction had a total of 5601 records, 231 of which were alcohol-related convictions. Participants who did not receive TDADAP instruction had a total 5945 records with 376 alcohol-related convictions. Promising results came from findings associated with TDADAP participation and the total number of alcohol-related offenses attributed to a group, the number of ALR offenses, MIP offenses, PI offenses and DUI/DWI offenses attributed to a group. When adjusted for group size, participants who did not receive TDADAP instruction had 53% more convictions than the TDADAP participants. With regard to alcohol-related accidents, findings were mixed in that the test group had a higher-than-expected number of participants with at least one accident, while the control group frequency was less than expected. The reverse was found when considering participants with two alcohol-related accidents. When taken as a whole, results from this study indicate that while TDADAP participation may influence alcohol-related traffic convictions and some alcohol-related accidents, it is a more accurate predictor of alcohol-related traffic convictions and a less accurate predictor of all alcohol-related accidents.

The purpose of this study was to examine the efficacy of the Texas Drug and Alcohol Driving Awareness Program (TDADAP) in relation to alcohol-related offenses among young drivers. Participants in this study were students in pre-license programs for young beginning drivers who either received or did not receive TDADAP instruction as part of their curriculum. Based on the examination and statistical analysis of Texas Department of Public Safety driving record data, findings indicate that TDADAP participation did positively influence subsequent alcohol-related traffic convictions. Participants that received TDADAP instruction had a total of 5601 records, 231 of which were alcohol-related convictions. Participants who did not receive TDADAP instruction had a total 5945 records with 376 alcohol-related convictions. Promising results came from findings associated with TDADAP participation and the total number of alcohol-related offenses attributed to a group, the number of ALR offenses, MIP offenses, PI offenses and DUI/DWI offenses attributed to a group. When adjusted for group size, participants who did not receive TDADAP instruction had 53% more convictions than the TDADAP participants. With regard to alcohol-related accidents, findings were mixed in that the test group had a higher-than-expected number of participants with at least one accident, while the control group frequency was less than expected. The reverse was found when considering participants with two alcohol-related accidents. When taken as a whole, results from this study indicate that while TDADAP participation may influence alcohol-related traffic convictions and some alcohol-related accidents, it is a more accurate predictor of alcohol-related traffic convictions and a less accurate predictor of all alcohol-related accidents.

Thesis (M.A.)--University of West Florida, 2009. / Submitted to the Dept. Of Psychology. Title from title page of source document. Document formatted into pages; contains 77 pages. Includes bibliographical references.

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Thesis (M.S.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains vi, 94 p. Includes abstract. Includes bibliographical references (p. 89-93).

Thesis (MTech (Education)) --Cape Technikon, Cape Town, 1992 / The oil crises in the nineteen seventies led to deliberate attempts to save fuel. The technological development of more energy efficient vehicles by motor manufacturers in leading overseas countries resulted in substantial fuel savings. Experts in this field however, feel that further large scale technological improvements in the manufacturing of motor vehicles during the nineties will not be cost effective. For this reason improved driver training is now being considered. In order to devise an appropriate strategy for the development of a driver training programme to promote fuel efficiency various curriculum development models were evaluated, and on the basis of the chosen model, the need for such a programme was further investigated. At present South Africa has no compulsory training for light motor vehicle drivers. Therefore the degree to which existing voluntary training programmes presented in South Africa include the development of fuel efficient driving techniques, was examined. In addition, effective fuel efficient driver training programmes from abroad were obtained and evaluated. These programmes were used to identify deficiencies in local programmes. On the basis of these investigations a set of guidelines was proposed for the formulation of a training programme to promote fuel efficiency on the part of light motor vehicle drivers. The training programme was devised with due consideration to the current state of driver training in the RSA, possible future developments, as well as the needs of various institutions which might use this programme. The completed training programme, consisting of a students' manual and a supplementary video tape, is presented in separate modules to be used either in their own right or on an integrated basis with existing training material. The students' manual and the supplementary video tape were subjected to critical evaluation by a panel of experts in terms of technical quality and content. It is suggested that the proposed programme could be implemented by the School Driver Education Programme, formal driver training schools as well as by individuals in association with the K53 system.

Increasing the independence of students with disabilities involves an in-depth assessment of their inclusion in driver’s education. This study addresses (a) the plight of disabled students within the state of New Jersey who are unable to access driver’s education, despite the provisions of the Americans with Disabilities Act; (b) the need to evaluate the potential role of health educators in conducting individualized health assessments to determine the readiness, motivation, and self-efficacy of students with disabilities to participate in driver’s education; (c) the perceived benefits and barriers to the participation of students with disabilities in driver’s education including the need for individually tailored accommodations; and (d) whether the goal of driving is appropriate and accessible for students with disabilities. A case-study approach was used in this research to evaluate the innovative practice of school health educators conducting individualized health assessments of current students and some graduates of the study-site university. The school implemented the described innovation during the academic years of 2007-08 and 2008-09. This research was also designed with a mixed-method approach including quantitative data limited to frequencies and percentages and qualitative data collected from student interviews. The findings indicate that the ability of students with disabilities to drive is beneficial to their quality of life. Driving significantly impacts the self-esteem, independence, and personal freedom of this population, as well as their overall freedom to travel.

This study examined what items driver education instructors felt should be included in a cultural awareness survey to assess instructors' preparedness to teach a culturally diverse student clientele. In addition, the study examined the ways driver education instructors felt a cultural awareness survey should be administered. The instrument used in the study was the Driver Education Cultural Awareness (DECA) Survey that consisted of 14 items. There were eighty-one (N = 81) participants in the study with forty-six (N = 46) from the Texas' Education Service Center, Region 4 area (Houston area) and thirty-five (N = 35) from the Texas' Education Service Center, Region 10 area (Dallas area). The findings of this study were: (1) Instructors believed that a survey instrument should include information about "preparedness to teach a culturally diverse student clientele," "men and women presented in equitable roles," and "images of teenager drivers;" and (2) Instructors did not agree on how a survey instrument should be administered.