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  • Parents' perceptions of driver education: A theoretically guided qualitative investigation

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    Embargoed until: 2023-02-08
    File version
    Accepted Manuscript (AM)
    Author(s)
    Rodwell, David
    Alexander, Marina
    Bates, Lyndel
    Larue, Gregoire S
    Watson, Barry
    Griffith University Author(s)
    Bates, Lyndel J.
    Year published
    2021
    Metadata
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    Abstract
    In many jurisdictions with Graduated Driver Licensing systems, such as those in North America, Australia, and New Zealand, parents play an important role in teaching their child how to drive and facilitating their access to formal driver education. This study explored parents’ views on these processes in a theoretically grounded manner using the Goals for Driver Education (GDE) Framework. The GDE framework groups influences on young driver behaviour into four interconnected hierarchical levels: vehicle manoeuvring (Level 1), mastery of traffic situations (Level 2), goals and contexts for driving (Level 3) and goals for life ...
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    In many jurisdictions with Graduated Driver Licensing systems, such as those in North America, Australia, and New Zealand, parents play an important role in teaching their child how to drive and facilitating their access to formal driver education. This study explored parents’ views on these processes in a theoretically grounded manner using the Goals for Driver Education (GDE) Framework. The GDE framework groups influences on young driver behaviour into four interconnected hierarchical levels: vehicle manoeuvring (Level 1), mastery of traffic situations (Level 2), goals and contexts for driving (Level 3) and goals for life and skills for living (Level 4). Fourteen parents of novice drivers participated in five focus groups held in urban and regional locations in South East Queensland, Australia. A six-step thematic analysis was used consisting of (1) familiarisation with the data, (2) generation of initial codes, (3) searching for themes, (4) reviewing themes, (5) defining and naming themes and (6) producing the report. Parents indicated that they were more likely to outsource the teaching of skills at Levels 1 and 2 of the GDE to professional driving instructors as they were concerned that they would pass bad habits onto their child or they were unaware of the road rules that their child was required to follow. Parents believed that they were able to more effectively teach skills located on Levels 3 and 4 of the GDE framework because they had a greater knowledge of their child when compared with professional educators. The study findings can be used to develop an intervention that would support parents to more effectively supervise learner drivers.
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    Journal Title
    Transportation Research Part F: Traffic Psychology and Behaviour
    Volume
    77
    DOI
    https://doi.org/10.1016/j.trf.2021.01.009
    Funder(s)
    ARC
    Grant identifier(s)
    LP140100409
    Copyright Statement
    © 2021 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
    Subject
    Psychology
    Social Sciences
    Science & Technology
    Psychology, Applied
    Transportation
    Publication URI
    http://hdl.handle.net/10072/407842
    Collection
    • Journal articles

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