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Re-education of young driving offenders: Effects on recorded offences and self-reported collisions
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Psychology.
2011 (English)In: Transportation Research Part F: Traffic Psychology and Behaviour, ISSN 1369-8478, Vol. 14, no 4, 291-299 p.Article in journal (Refereed) Published
Abstract [en]

New ways of educating offending drivers are being introduced, notably e-learning. This type of education has rarely been tested for its safety effects before. An e-learning course for offending young drivers was therefore evaluated as to its effects upon offence and self-reported collision rates. Significant reductions in number of offences and penalty points were found for an e-learning group, while this was not the case for drivers who had been fined only, or had taken a more traditional solely class-room based educational scheme. The e-learners also reported a larger reduction in collision involvement than a random control group, although a regression to the mean effect could not be ruled out. The results seem to indicate a positive effect of the e-learning course for young driving offenders. This conclusion, however, is to be interpreted in relation to the weak association between penalty points and collisions, and the low validity of self-reported collision involvement data. The present results lend further support to the use of e-learning driver improvement courses, although the most important type of data, recorded collisions, is still missing.

Place, publisher, year, edition, pages
2011. Vol. 14, no 4, 291-299 p.
Keyword [en]
Evaluation, Driver improvement, Driver education, Driving offence, Collision, Accident
National Category
Social Sciences
URN: urn:nbn:se:uu:diva-153351DOI: 10.1016/j.trf.2011.02.002ISI: 000290421600003OAI: oai:DiVA.org:uu-153351DiVA: diva2:416349
Available from: 2011-05-11 Created: 2011-05-11 Last updated: 2011-06-07Bibliographically approved

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af Wåhlberg, Anders
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