More aware, more protected: a cross-sectional study on road safety skills predicting the use of passive safety elements among Spanish teenagers

Abstract

ObjectiveThis study had two objectives: first, to test the effects of sociodemographic variables, and the effects of three key road safety skills (knowledge–risk perception–attitudes) on the use of passive safety elements (PSEs) among teenagers; and second, to assess the differential impact of the study variables on PSEs use from a gender-based perspective.Setting and participantsThis cross-sectional study was framed in the paradigm of primary care, and it involved students from several educational centres in Spain. A sample of 827 Spanish teenagers (52.4% females and 47.6% males) with a mean age of M=14.41–7 (12–19) years was used.ResultsThrough SEM modelling, we found that the use of PSEs is largely explained by psychosocial variables through the mediation of three road safety skills: risk perception (β=0.103***), rule knowledge (β=0.095*) and attitudes towards road safety (β=0.186***). Furthermore, multigroup analyses showed that, although most variables explain the use of PSEs among teenagers in a similar way, key gender-based differences exist in this regard.ConclusionsRoad safety skills have a significant effect on the use of PSEs among Spanish teenagers, and gender explains some differences in the mechanisms which predict them. Also, in the study we discuss the need for strengthening school-based interventions aimed at helping this vulnerable group of road users acquire and develop positive behavioural competences.

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

“…Among the three road safety skills measured in this study, rule knowledge was the only one not exerting a direct effect on the self-rated protective behaviors of children. A similar finding was documented in the case of Spanish male adolescents by Useche et al [22], suggesting that behavioral competences a) jointly interact in the explanation of both risky and safe behaviors, and b) can also be more influenced by risk perception and attitudinal settings than by mere conceptual settings that need further processes (e.g., motivation, attitudes) to translate into action. In addition, Zeedyk et al [47] found a similar outcome, thus supporting the theory that an increased knowledge on road-related normative does not necessarily imply behavioral improvements; this is especially true in the absence of complementary skills aimed at enhancing the decision-making of children in the road environment.…”

“…In the case of children, and very similarly to what is observed in the positive attitudes, risk perception and rule knowledge (PARK) model, it usually focuses on improving the knowledge of road safety settings (e.g., norms, signals), the awareness on risk-increasing aspects and the self-assessment of children in their daily transportation tasks/situations. Thus, the needs identified for earlier life stages seem to be different, and they appear highly related to the integration of Education for Road Safety (RSE) in curricular activities and school-based programs that consider specificities and particular factors such as children's age, gender, personality, cognitive skills and social environment, primarily composed of e.g., parents, relatives, peers and other relevant stakeholders [7,21,22]. Actually, some studies addressing the practices related to the school-based RSE have found that, in countries such as the United States, Road Safety Education is much more developed in primary schools; here, the interventions are frequently directed by a single professor that is more involved in the activity development, which may strengthen the participation and the consistency of the interventions throughout time [10].…”

“…Although one of the greatest shortcomings of Education in Road Safety is that it focuses on the intra-personal features and skills of its beneficiaries and not on the actual modification or optimization of the objective road environment (e.g., infrastructural factors and transportation dynamics), it is worth saying that behavior constitutes, perhaps, the main predictor of road traffic causalities during the entire lifecycle. Therefore, strengthening road safety skills among children is, nowadays, considered a public health strategy for preventing potential further negative outcomes in transportation settings [22,24,25].…”

“…However, as it has been previously mentioned, the available evidence on the ulterior impact of these interventions remains scarce to date; only few research experiences have tested the predictive value of road safety skills on the safe behaviors of, for instance, children and young people. In this regard, the existing evidence that uses the PARK model developed by Useche et al [22], based on three key skills (i.e., positive attitudes towards road safety, risk perception and knowledge of traffic norms), suggests that safe road behaviors can be expected to be more numerous when children and adolescents have more positive attitudes towards road safety, a higher perception of road risks and a better knowledge of traffic norms and signaling [22,26].…”

“…A third section was designed to assess the three key road safety skills that the evidence has shown to be generally strengthened by RSE interventions, in accordance with the PARK model: positive attitudes, risk perception and knowledge of traffic rules [22]. We used, respectively, the following instruments suggested by the model [26]:…”