Exploring the theoretical underpinnings of driving whilst influenced by illicit substances

An increasing number of studies are highlighting the alarming proportion of motorists that drive after having consumed illicit drugs. However presently, little attention has focused on the factors that may facilitate drug driving from a criminogenic paradigm. This study evaluated the contribution of deterrence, defiance, and deviance theories on intentions to drug drive to determine factors that might facilitate or reduce this behaviour. A total of 922 individuals completed a questionnaire that assessed frequency of drug use and a variety of perceptions on deterrence, defiance, and deviance constructs. The analysis showed that the defiance constructs (i.e., experiencing feelings of shame and believing in the legitimacy of sanctioning authority) and the deviance constructs (i.e., moral attachment to the norm and having a criminal conviction) were predictive of drug driving intentions. The facets of deterrence theory were not found to be significant predictors. Ultimately, this study illustrates that a range of behavioural and perceptual factors have the capacity to influence decisions to drug drive. As a result, there appears the need to extend the focus of research endeavours beyond legal sanctions to examine other factors that may be utilised to both understand the aetiology of drug driving as well as increase the possibility of compliance with the corresponding legislation.     

First-grade boys' responses to a new task following noncontingent feedback

Sixty-four first-grade boys trained on a two-choice discrimination task received positive feedback either contingent upon their correct responses or in the same amount but noncontingently. Each child was then asked to choose between two alternate ways of accumulating pennies. He could solve problems and earn pennies for correct responses to a contingent task, or he could collect pennies at the same rate by remaining passive. The purpose of this research was to determine if the usual effects of noncontingent feedback would transfer from a simple training procedure to a different contingent task. It was found that the total amount of time spent at the passive alternative did not differ between training conditions. However, a significantly greater number of noncontingently trained children did choose the passive alternative early during testing; these children either gave all of their time to the passive alternative or, very shortly after attempting the task, switched to the passive response. When the noncontingently trained children did choose to work actively during testing, their performance reflected ineffective problem-solving strategies. These results suggest that even when conditions change, experience with prior noncontingent feedback disrupts the ability to utilize contingent information.     

A statistical analysis of the correlates of compliance and defiance of seatbelt use

With the intent to frame policy recommendations for enhancing the state of road safety, this study employed a binary logit regression approach to examine the factors associated with the compliance/defiance of seatbelt use among drivers of different vehicle types in Islamabad. To this end, a questionnaire survey was conducted to collect data on the respondents’ seatbelt use, demographic characteristics, driving behavior, past penalization history, and perceived effectiveness of enforcement of seatbelt laws. The study results revealed that there is a lower likelihood of wearing seatbelt among male drivers, taxi drivers, drivers with a low level of education, drivers with no crash or injury history, drivers that violate speed limits and are never penalized on seatbelt violation, and drivers with no seatbelt reminder installed in their vehicles. Respondents who believed that there is low effectiveness of the enforcement of seatbelt laws had the highest impact on seatbelt use whereas, the presence of seatbelt reminders in the vehicle had the least impact on seatbelt use. The findings of this study suggest the need for awareness campaigns for taxi drivers with the intent to educate them about the potential benefits of using a seatbelt in the case of a crash event; improved awareness and strict vigilance of male drivers; strict enforcement of posted speed limits and seatbelt laws; legislation for the mandatory installation of a seatbelt in all the new vehicles, and organizing mass outreach campaigns to improve the overall safety environment. Most importantly and widely applicable to the developing world, this study necessitates a depiction of strong resolve on the part of government agencies regarding the strict enforcement of seatbelt laws. Given a substantial difference in the social, cultural, and legislative outfit of the developed and developing worlds, factors influencing the compliance/defiance of seatbelt use among drivers differ significantly. It is, therefore, important to explore the local contributory factors as the results are not necessarily transferable across the regions.     

Do perceived autonomy-supportive and controlling teaching relate to physical education students' motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation

ObjectivesGrounded in Self-Determination Theory (SDT), this study examined the mediating role of students' experiences of need satisfaction and need frustration in associations between perceived teaching style and students' motivation and oppositional defiance in the context of physical education. Specifically, we tested an integrated model including both a ‘bright’ path from perceived autonomy-supportive teaching through need satisfaction toward autonomous motivation and a ‘dark’ pathway from perceived controlling teaching through need frustration toward controlled motivation, amotivation, and oppositional defiance.DesignCross-sectional study.MethodsTo investigate the proposed paths structural equation modeling was used in a sample of 499 secondary school students (44% boys, M_age = 15.77 ± 1.16).ResultsWe found that perceived autonomy-supportive and controlling teaching, as well as need satisfaction and need frustration, constitute different constructs relating distinctively to motivational outcomes. Consistent with the notion of a bright and dark path, perceived autonomy support was related primarily to autonomous motivation, with need satisfaction mediating this association, whereas perceived controlling teaching was related primarily to controlled motivation and amotivation, through need frustration. Perceived controlling teaching also displayed a direct and unique relationship with oppositional defiance.ConclusionsTo more accurately capture the detrimental effects of controlling teaching, this teaching dimension along with its consequences in terms of need frustration and motivational outcomes needs to be studied in its own right. It is also discussed that effective teacher training may raise awareness among teachers about the motivational risks associated with controlling practices.