Research into the most effective means of success in adolescent driver education is approached through: a) Knowledge about the skills of driving and the cause of road accidents, b) Factors associated with educational processes and their effects. The intention of this report has been to cover the major contemporary research preoccupations and to clarify the ways in which these have been found to relate to scholastic success. Comparisons are examined between the driver education course (classroom and field) and more traditional forms of education. Social class and home environment effects are analyzed as predictors of academic performance as well as the effects of school, classroom and teacher, adolescent peer-groups, and individual factors. In terms of the social institution involved, the home may be as important as the school in determining the pupil's success. Presence of a car in the home will denote specific sources of influence on the school pupil's initial ability to respond appropriately to driver education, as well as on his subsequent driving habits. The pupil is more likely to view his driving education class as relevant rather than boring. The beneficial results of using the established schools for the preparation of young drivers cannot be critically assumed. /MW/

  • Corporate Authors:

    University of Salford

    Department of Civil Engineering, Road Safety Research Unit
    Salford M5 4WT, Manchester,   England 
  • Authors:
    • RISK, A W
  • Publication Date: 1973-8

Media Info

  • Features: Figures; Tables;
  • Pagination: 38 p.

Subject/Index Terms

Filing Info

  • Accession Number: 00099594
  • Record Type: Publication
  • Source Agency: National Safety Council Safety Research Info Serv
  • Files: TRIS
  • Created Date: Nov 5 1975 12:00AM