Browsing by Author "Box, Elizabeth"

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    A cluster randomised controlled trial (cRCT) evaluation of a pre-driver education intervention using the Theory of Planned Behaviour
    (Elsevier, 2023-03-14) Box, Elizabeth; Dorn, Lisa
    Road traffic injuries are the leading of cause of death of 5–29-year-olds worldwide (World Health Organisation, 2018) making young driver safety a global public health concern. Pre-driver road safety education programmes are popular and commonly delivered with the aim of improving safety amongst this at risk group but have rarely been found to be effective (Kinnear, Lloyd, Helman, Husband, Scoons, Jones et al., 2013). A pre-driver education intervention (DriveFit) was designed and evaluated with a cluster randomised controlled trial (cRCT) using the Theory of Planned Behaviour (TPB) (Ajzen, 1991). The responses of 16–18-year-old students (n = 437) from 22 schools/colleges in Devon, UK were analysed and showed that the DriveFit intervention led to some small improvements in risk intentions, attitudes, and other measures, which differed by sub-group. Speed intentions improved immediately post- intervention (T2), whereas a composite measure of all intentions and mobile phone use intentions improved at 8–10 weeks post-intervention (T3). Apart from speed intentions, a trend towards intentions becoming safer at T3 was noted. Mobile phone use and speeding attitudes, a composite measure of attitudes, as well as attitudes to driving violations and perceptions of risk, improved at T2 and T3, with the size of the effect slightly reduced at T3. Participants expressed safe views at baseline (T1), which overall left minimal room for improvement. Whilst previous research has found that education interventions deliver small self-reported effects, that diminish over time (i.e., Poulter and McKenna, 2010), this study finds small, but lasting attitude effects (which diminish in magnitude over time) and a trend towards improving intentions, over and above the control group. The findings provide some guidance on future research to design and evaluate educational interventions for pre- and novice drivers.
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    Evaluation of pre-driver education interventions using the Theory of Planned Behaviour
    (Cranfield University, 2023-07) Box, Elizabeth; Dorn, Lisa; Webb, Phil
    Young drivers are at disproportional risk of death and serious injury, especially within the first 6–12 months of licensure. Pre-driver education interventions are typically provided to young people, between the ages of 16–18, who have not passed their driving test but maybe learning to drive. Using the Theory of Planned Behaviour (Ajzen, 1991), the role and potential of pre-driver education to support young and novice driver safety is evaluated with reference to the literature and a negatively framed fear appeal testimonial intervention called Safe Drive Stay Alive (SDSA) Surrey. The results conclude that only small, short-term effects on antecedents to behaviour (i.e., attitudes, subjective norms, perceived behavioural control and intentions) have been found using this approach. A positively framed, theoretically grounded intervention called DriveFit was designed and evaluated with a cluster Randomised Controlled Trial conducted with 22 schools/colleges in Devon, UK. DriveFit consisted of a 40-minute film delivered in the classroom followed by a 45-minute online facilitated workshop delivered within two-weeks of watching the film, which employed active learning components. The film was delivered in a talk show style, with expert guests providing demonstrations, information and tips. The workshop was delivered by a professional facilitator, using the ORID (Objective; Reflective; Interpretive and Decisional) focused conversation framework and encouraged participants to commit ‘if-then’ implementation intentions to postcards to retain after the workshop. Small, but longer lasting and more significant effects were found at 8–10 weeks post- intervention for DriveFit, which was developed using the Theory of Planned Behaviour and Behaviour Change Techniques (BCTS). This comparison of a positively and negatively framed pre-driver intervention has not been conducted previously. Results are discussed with reference to the use of active learning approaches and BCTs for pre-driver interventions. Future research should consider whether pre-driver interventions can lead to road safety improvements for this vulnerable group through applying the blueprint for developing and evaluating road safety education demonstrated within this thesis research.