Evaluating traffic informers: Testing the behavioral and social-cognitive effects of an adolescent bicycle safety education program

Abstract

In The Netherlands, 12-24 years old are over-represented in the total number of traffic fatalities and injuries. In this study, the traffic informer program - designed to promote safe traffic behavior in the pre-driver population - was experimentally evaluated, with a specific focus on bicycle use. Students were subjected to graphic videos of traffic accidents and listened to a first-person narrative provided by a traffic accident victim. The influence of the program on concepts derived from the theory of planned behavior and protection motivation theory (attitudes, norms, self-efficacy, risk-perception, intention and behavior) was assessed. Students from various schools (N=1593;M age=15 years, SD=.84) participated in a quasi-experimental study, either in an experimental or a control group, completing self-report questionnaires one week prior to the program implementation and approximately one month after the program implementation. Mixed regression analyses showed significant positive and negative time × intervention interaction effects on attitude toward traffic violations, relative attitude toward traffic safety, and risk comparison, but not on intention and behavior. More research is needed to find effective behavioral change techniques (other than increasing risk awareness) for promoting safe traffic behavior in adolescents. Research is also needed to address how these can be translated into effective interventions and educational programs.

Effect evaluation of a road safety education program based on victim testimonials in high schools in Belgium

“…The empirical literature available on the effectiveness of victim testimonials contains mixed results and therefore remains inconclusive. While some studies find positive effects (Feenstra et al, 2014;King et al, 2008;Pfeiffer et al, 2006;Poulter and McKenna, 2010;Rosenbloom et al, 2009;Shinar and Compton, 1995;Twisk et al, 2014), others fail to do so (Glendon et al, 2014;Polacsek et al, 2001;Shinar and Compton, 1995;Twisk et al, 2014) or even report negative effects (Feenstra et al, 2014;Glendon et al, 2014;Poulter and McKenna, 2010). As a consequence, for academics as well as for policy makers and practitioners, this is a research topic that requires further attention.…”

“…Later, several equivalent programs were set up in other countries. However, the focus shifted from DUI drivers to high school students (Feenstra et al, 2014;Glendon et al, 2014;King et al, 2008;Poulter and McKenna, 2010;Rosenbloom et al, 2009;Twisk et al, 2014) and learner drivers (Pfeiffer et al, 2006).…”

“…Most of the evaluation studies applying to victim testimonials are done with the help of a questionnaire (Feenstra et al, 2014;King et al, 2008;Pfeiffer et al, 2006;Polacsek et al, 2001;Poulter and McKenna, 2010;Rosenbloom et al, 2009;Twisk et al, 2014). The empirical literature available on the effectiveness of victim testimonials contains mixed results and therefore remains inconclusive.…”

“…Our decision to do so was not only based on the acknowledged predictive validity of the variables appearing in the TPB-model (e.g., Conner et al, 2007;Elliott et al, 2007;Elliott et al, 2013), but also on a careful analysis of the program's targeted objectives as they were formulated in preliminary discussions with the program developers. In addition, several evaluation studies applying to victim testimonials were done by means of a TPB-based questionnaire (Feenstra et al, 2014;Poulter and McKenna, 2010;Rosenbloom et al, 2009). The TPB is one of the empirically most supported behavioral theories and has been validated in diverse research domains (Godin and Kok, 1996;Stutton, 1998).…”

Behavioral Health at School: Do Three Competences in Road Safety Education Impact the Protective Road Behaviors of Spanish Children?

“…Finally, two key facts must be remarked: first, that more research on the quality, structure and effectiveness of behavioral interventions on road safety is needed in order to determine the most effective (and ineffective) ways of improving road safety behaviors [57]; and, second, the need to not only deliver more RSE interventions but also to improve the mechanisms used for their design (contextual factors seem to be highly relevant), evaluating their impact on the actual behavior and road safety of children in the mid-and long-term. This is something that-although expensive and methodologically difficult-could contribute to demonstrating the permanence of the information provided by the Road Safety Education and could highlight any improvable shortcomings in its approach, design and deliverance.…”