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The effect of risk perception training on a youth traffic safety education program.

机译：风险感知培训对青少年交通安全教育计划的影响。

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摘要

The stated purpose of the present investigation was to examine the influence of risk perception training and team building training on the cognitive, attitudinal, behavioral and risk-taking (attitudinal and behavioral) test scores of students participating in a youth traffic safety education program. Specifically, the study assessed the effects of risk perception training and team building training for middle school students on their test scores regarding four dependent (outcome) variables of interest---(1) change in traffic safety knowledge, (2) change in attitude towards traffic safety issues, (3) change in behavior and behavioral intention regarding traffic safety issues, and (4) change in risk taking (attitudes and behaviors) towards traffic safety issues. The assumption was made in this study that risk perception training would cause an increase from pretest to posttest scores in the cognitive, attitudinal, and behavioral variables, and a decrease in the risk-taking (attitudinal and behavioral) variable in the study, and that these increases and decreases would be significantly greater than any increases or decreases due to team building training.; Participants (N=361) were 19 classes of seventh- and eighth-grade students instructed by eight teachers representing five schools from two public school districts in two counties of a specific region in a southeastern state. A randomized block, 2 x 2 Factorial Design in a Repeated Latin Square Design was chosen for this study with pairs of classrooms defining the blocks. Pairs of similar classrooms were created and randomly assigned to either risk perception training or team building training in order to remove teacher effect. Furthermore, these random assignments were made to cancel out the effects of a leadership training administered to the teachers. Alpha was set at .05.; Analysis of Variance (ANOVA) followed by t-tests among Least Squares Means (LSMEANS) analysis for effect method was utilized in this study. Descriptive statistics were utilized to analyze the demographic data for grade level and gender characteristics, as well as the number of students assigned to the various experimental treatments. Increases in cognitive, attitudinal, and behavioral variables, and a decrease in the risk-taking (attitudinal and behavioral) variable within each treatment were defined as the difference in pretest and posttest scores and these increases and decreases were tested and compared.; The results indicate sufficient evidence that the increase in test scores on the attitudinal dependent variable for risk perception training was significantly greater than the increase in team building training. Furthermore, it is to be noted that all four dependent (outcome) variables regarding risk perception training showed consistently a greater statistically significant change from pretests to posttests (actual mean gains) than was indicated in the test scores regarding the team building training.; The results of this study and the two post hoc analyses provide enough evidence to warrant further investigation. Recommendations for further research are included.
机译：本研究的明确目的是检验风险感知培训和团队建设培训对参加青少年交通安全教育计划的学生的认知，态度，行为和冒险（态度和行为）测试成绩的影响。具体而言，该研究评估了针对中学生的风险感知培训和团队建设培训对他们的考试成绩的影响，这些成绩涉及四个相关的（结果）关注变量-（1）交通安全知识的变化，（2）态度的变化（3）改变交通安全问题的行为和行为意图，以及（4）改变对交通安全问题的冒险精神（态度和行为）。本研究假设风险感知训练将导致认知，态度和行为变量的从测试前到测试后得分的增加，并导致研究中冒险（态度和行为）变量的减少，并且这些增加和减少将大大大于由于团队建设培训而产生的任何增加或减少。参与者（N = 361）是19个班级的七年级和八年级学生，由来自东南部特定地区两个县的两个公立学区的代表五所学校的八名教师指导。本研究选择了一个随机的块，即重复拉丁广场设计中的2 x 2析因设计，并由成对的教室定义了块。创建了两对相似的教室，并随机分配给他们进行风险感知培训或团队建设培训，以消除教师的影响。此外，进行了这些随机分配，以抵消对教师进行的领导力培训的影响。 Alpha设置为0.05。在这项研究中，采用方差分析（ANOVA），然后进行最小二乘法之间的t检验（LSMEANS）分析。描述性统计数据用于分析年级和性别特征的人口统计学数据，以及分配给各种实验治疗方法的学生人数。每次治疗中认知，态度和行为变量的增加以及冒险（态度和行为）变量的减少被定义为测试前和测试后分数的差异，并对这些上升和下降进行了测试和比较。结果表明，有足够的证据表明，风险感知培训的态度因变量的测试分数的增加明显大于团队建设训练的增加。此外，要注意的是，关于风险感知培训的所有四个因变量（结果）在从测验前到测验（实际平均收益）方面的统计变化均比在团队建设训练的测验分数中显示出的统计变化更大。这项研究的结果和两次事后分析提供了足够的证据，值得进一步调查。包括进一步研究的建议。

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  • 作者

    Alexander, Kim Elizabeth.;

  • 作者单位

    Clemson University.;

  • 授予单位 Clemson University.;
  • 学科 Education Secondary.; Education Curriculum and Instruction.
  • 学位 Ed.D.
  • 年度 2006
  • 页码 212 p.
  • 总页数 212
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 中等教育;教育;
  • 关键词

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