Road safety education for older drivers: Evaluation of a classroom-based training initiative

Around the world, a growing proportion of drivers are aged 70 or over. Although accident rates for older drivers are lower than for young or novice drivers, increased frailty and slowed reactions mean that older drivers are at higher risk of death or serious injury when involved in a road collision. The objectives of this study were to: (a) identify driving knowledge and self-regulatory strategies among a group of older drivers with a view to planning future on-road training; (b) measure driver self-assessments of ability and confidence before and after classroom training delivered by driving instructors; (c) evaluate the utility and acceptability of training courses for older drivers using questionnaires and focus groups; d) examine the characteristics of course participants.142 drivers aged ≥75 completed a two-hour classroom-based driving course and took part in the evaluation: 94 aged 75–79, 48 aged ≥80, 68% male. Main reasons for taking part were to update knowledge, improve driving and check they were safe to drive. Results showed that females were more likely than males to avoid driving in difficult conditions (at night, in bad weather, unfamiliar roads). More drivers aged 75–79 said they did not restrict their driving (52, 57%) compared to drivers aged ≥80 (19, 43%). Pre-course, males rated their driving confidence and ability significantly higher than females. Post-course, self-ratings of confidence and ability were unchanged for 76 (60%) drivers. However, two-thirds reported improved knowledge and 80% said they would change their driving behaviour as a result of the course. Focus group results suggest that competent drivers are more likely to attend educational courses than unsafe drivers. This study provides preliminary evidence that classroom-based training can initiate behaviour change among older drivers. Future research will examine the effectiveness of on-road training in this age group.     

The question of the training analysis system. Notes from the debate in Oslo

The Norwegian discussion of the training analyst system and the pro et contra arguments are shortly presented. When this note is written, the Board is contemplating to propose a revision of the by-laws, making it somewhat easier to fulfil the criteria for being approved as training analyst.     

The relations between specific measures of simulated driving ability and functional ability: New insights for assessment and training programs of older drivers

To gain new insights for driving assessment and training, this study had two objectives: (1) to investigate the relations between specific measures of older drivers’ driving ability and demographic/functional ability measures, and (2) to verify the explained variance of these relations to determine the strength of these relations. A sample of 55 older drivers (mean age 76 years) completed a set of functional ability tests as well as a driving simulator test. Results indicate that (1) each specific driving measure is related to a specific set of functional abilities, and (2) only a small proportion of the variability observed in the specific driving measures is explained by demographic variables (3–15%) and by functional abilities (7–36%). For driving assessment programs, it will be necessary to assess several functional abilities to cover the complexity of the driving task. Furthermore, an assessment program focusing solely on demographic and/or functional ability measures, will not be successful in discriminating safe from unsafe older drivers. For driving training programs, it will be necessary to focus on the right set of functional abilities given that specific driving measures are related to different functional abilities. Moreover, a training targeting functional abilities might only have marginal effects on driving ability, given the relatively low amount of driving ability variance that is explained by functional abilities.     

Magnitude processing and complex calculation is negatively impacted by mathematics anxiety while retrieval‐based simple calculation is not

Mathematics anxiety (MA) refers to the experience of negative affect when engaging in mathematical activity. According to Ashcraft and Kirk (2001), MA selectively affects calculation with high working memory (WM) demand. On the other hand, Maloney, Ansari, and Fugelsang (2011) claim that MA affects all mathematical activities, including even the most basic ones such as magnitude comparison. The two theories make opposing predictions on the negative effect of MA on magnitude processing and simple calculation that make minimal demands on WM. We propose that MA has a selective impact on mathematical problem solving that likely involves processing of magnitude representations. Based on our hypothesis, MA will impinge upon magnitude processing even though it makes minimal demand on WM, but will spare retrieval‐based, simple calculation, because it does not require magnitude processing. Our hypothesis can reconcile opposing predictions on the negative effect of MA on magnitude processing and simple calculation. In the present study, we observed a negative relationship between MA and performance on magnitude comparison and calculation with high but not low WM demand. These results demonstrate that MA has an impact on a wide range of mathematical performance, which depends on one's sense of magnitude, but spares over‐practiced, retrieval‐based calculation.     

Bayesian model selection of informative hypotheses for repeated measurements

When analyzing repeated measurements data, researchers often have expectations about the relations between the measurement means. The expectations can often be formalized using equality and inequality constraints between (i) the measurement means over time, (ii) the measurement means between groups, (iii) the means adjusted for time-invariant covariates, and (iv) the means adjusted for time-varying covariates. The result is a set of informative hypotheses. In this paper, the Bayes factor is used to determine which hypothesis receives most support from the data. A pivotal element in the Bayesian framework is the specification of the prior. To avoid subjective prior specification, training data in combination with restrictions on the measurement means are used to obtain so-called constrained posterior priors. A simulation study and an empirical example from developmental psychology show that this prior results in Bayes factors with desirable properties.     

Motivation through conscious goal setting

The article describes what has been found during 30 years of research by the author and others on the relationship between conscious performance goals and performance on work tasks. This approach is contrasted with previous approaches to motivation theory which stressed physiological, external or subconscious causes of action. The basic contents of goal setting theory are summarized in terms of 14 categories of findings. An applied example is provided.     

The Development and Evaluation of a Statewide Training Center for Home Visitors and Supervisors

This paper informs practice in community‐based home visiting workforce development by describing the development and evaluation of a university‐based training certificate program for home visitors and supervisors. The Interactive Systems Framework for Dissemination and Implementation (ISF; Wandersman et al., 2008) guides our conceptualization and paper organization. The ISF describes the components involved in translating research findings into effective implementation of prevention programs. We describe implementation and lessons learned from seven development activities: (a) review of the literature, (b) survey of other training initiatives across the country, (c) focus groups with home visitors and supervisors, (d) consultation with individual home visitors, (e) creation of a state advisory board of home visiting providers and stakeholders, (f) evaluation of two pilot trainings, and (g) video development. We then present evaluation data from 49 home visitors and 23 supervisors who completed the training certificate program after the pilot trainings. Both home visitors and supervisors rated training satisfaction highly, reported significant increases in self‐efficacy related to the training topics, and reported extensive use of motivational communication techniques, which are the foundational skills of the training content. These and other favorable results reflect the benefits of building on advances in theory and science‐based practice and of involving providers and stakeholders repeatedly throughout the development process.     

Initial development and validity evidence for the processes of change in Psychological Skills Training Questionnaire

ObjectivesThe purpose of this study was to create and provide validity evidence for the Processes of Change in Psychological Skills Training Questionnaire (PCPSTQ).DesignThe current study used a cross-sectional research design.MethodsFive hundred fifty nine NCAA Division I, professional, and Olympic level athletes participated in the current study. To create the PCPSTQ, an initial pool of 114 items was generated by the research team. After a content validity process, 65 items were retained for analysis. Exploratory structural equation modeling was used as an analytic strategy to identify the most appropriate factor structure for the PCPSTQ. Decisions about the most appropriate model were made using multiple fit indices. To examine the construct validity of the PCPSTQ, a series of one-way ANOVAs were conducted to examine differences in processes of change use across stage of change.ResultsIn the current study, validity evidence provided support for a 7-factor process of change measure (χ² = 325.84, p < .001; Comparative Fit Index = .971; Tucker Lewis Index = .945; Root Mean Square Error of Approximation = .037; Standard Root Mean Square Residual = .020). Results also supported the construct validity of the scale as a significant difference in process of change use across stage of change was reported for all seven processes.ConclusionsResults of the current study support the factor structure and construct validity of the PCPSTQ. It appears that the processes of behavior change reported across multiple behavior change domains might also be viable for sport psychology professionals.