Recent evidence suggests that driving behavior and traffic safety outcomes of parents may be influenced by the extent to which they receive information and education on road safety, as well as the fact of driving with their children on board, which may increase their risk perception. However, there are no studies specifically addressing the case of crashes suffered while driving with children. Hence, this study aimed to describe the relationship between road safety education-related variables and parents’ traffic safety outcomes while driving with children on board. For this cross-sectional study, data was retrieved from a sample composed of 165 Spanish parents—all of them licensed drivers—with a mean age of 45.3 years. Through binary logistic regression (logit) analysis, it was found that factors such as gender, having received road safety education (RSE), and having been sanctioned for the performance of risky driving behavior contribute to modulating the likelihood of suffering crashes while driving with children on board. Gender differences showed a riskier status for male parents. In this study, a set of risk factors explaining the involvement in traffic crashes when driving with children as passengers was identified among parents: gender, traffic sanctions, valuation, and exposure to road safety campaigns. Also, substantial limitations in the self-reported degree of received RSE were found, especially considering that risky driving behavior and traffic crash rates with children on board still have a high prevalence among parents.
The core aim of this study was to examine the predictive role of demographic, psychosocial and driving features of Spanish drivers on their risk perception over recidivist traffic offenders, focusing on gender as a key differentiating factor. Method: For this cross-sectional study, it was analyzed the data gathered from a nationwide sample of 1,711 licensed drivers from the 17 regions of Spain (49% females, 51% males) with a mean age of 40.07 years, responding to a telephone-based interview on road safety issues. Demographic, drivingrelated and psychosocial factors were comparatively analyzed through robust tests and a bias-corrected MGSEM (Multi-Group Structural Equation Modeling) approach. Results: The findings of this study indicate that drivers' age, driving exposure, traffic law knowledge, their assessment of both enforcement and reeducation, and the number of traffic fines they have received, explain the risk perceived in recidivist traffic offenders. Secondly, and in regard to structural differences, three study variables, i.e., driving exposure, need for enforcement and traffic law knowledge, have shown to exert a differential influence on risk perception according to drivers' gender. Conclusion: The findings of this study suggest that both psychosocial and driving-related features differentially predict drivers' risk perception over recidivist traffic offenders between male and female drivers. This research supports the need of fostering the emphasis on gender, in order to strengthen driving education, re-education, and training processes aimed at facing and preventing recidivism in the field of traffic and mobility.
Besides its several threats to health, welfare, social and academic development and performance of kids and teenagers, school bullying remains highlighted as one of the most relevant related challenges for educational, behavioral and legal sciences worldwide. Moreover, the lack of research on the field and the crucial but unattended need to count on psychometrically suitable and valid tools to detect school bullying make difficult understanding its contexts, dynamics and possible solutions. Objective The aim of this study was to thoroughly present in detail the psychometric properties and validity issues of the School Bullying Questionnaire (CIE-A) among secondary students. Methods A regionwide sample of 810 (47.2% girls) secondary students attending to 21 schools across the Valencian Community (Spain), aged M = 14.40 (SD = 1.61) years, responded to a paper-based questionnaire containing the 36-item version of the CIE-A and various scales related to psychosocial health and wellbeing, used as criterion variables. Results The outcomes of this study suggest that the CIE-A has a clear factor structure, an optimal set of item loadings and goodness-of-fit indexes. Further, that CIE-A has shown good internal consistency and reliability indexes, coherent associations with other mental health and academic performance variables, and the possibility to assess gender differences on bullying-related factors among secondary students. Conclusion The CIE-A may represent a suitable tool for assessing bullying in a three-factorial approach (i.e., victimization, symptomatology, and intimidation), offering optimal psychometric properties, validity and reliability insights, and the potentiality of being applied in the school environment. Actions aimed at improving the school coexistence and the well-being of secondary students, targeting potential bullied/bully profiles or seeking to assess demographic and psychosocial correlates of bullying among teenagers, might get benefited from this questionnaire.
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