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Promoting AAA Peer Influences: The Case of Teen Driving

Promoting AAA Peer Influences: The Case of Teen Driving. B. Bradford Brown University of Wisconsin-Madison. Youth-Nex Conference on “ Forward thinking: Preparing Our Youth for the Coming World ” University of Virginia -- October, 2011. Let ’ s briefly examine:.

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Promoting AAA Peer Influences: The Case of Teen Driving

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  1. Promoting AAA Peer Influences: The Case of Teen Driving B. Bradford Brown University of Wisconsin-Madison Youth-Nex Conference on “Forward thinking: Preparing Our Youth for the Coming World” University of Virginia -- October, 2011

  2. Let’s briefly examine: Nature of peer influence Case of teen driving Strategies to promote positive peer influence

  3. Nature of peer influence

  4. reciprocal / transactional multiple sources not necessarily intentional cumulative multiple forms Five major truthsabout peer influence

  5. Studies suggest that peer influence . . . is inevitable . . . can be a bad thing but often is a good thing . . . is best studied in context

  6. We know that: • Driving accidents are a leading cause of injury and death among teens. • Accidents are most common in first months of driving. • Having teen passengers increases accident rates. The case of teen driving Why?

  7. Exploring peer influences on novice teen drivers Step 1: Identify forms of influence. Step 2: Develop influence measures. Step 3: Procure teen reports on influences.

  8. Pro Forms of peer influence on teen driving Distal Peer talk Incitement Encourage safe driving Modeling Distraction Criticize danger Disruption Proximal

  9. Exploratory Study Sample - 162 licensed Midwestern teens (49% female; 95% European American; Mean age = 16.9) Measures - Peer influence scales (proximal, distal) - Driving behavior: - Problem driving (accidents, near-accidents, pulled over, ticket) - Dangerous driving (a) when alone; (b) when with passengers Procedure: - Anonymous self-report survey. - Influence scales filled out for self-as-passenger and for peer passengers when self was driving.

  10. Five influence factors Incitement / disruption Distraction Aggression (verbal or physical) Praises and cautions Criticisms of dangerous driving . . . and the two distal factors

  11. Regression results Problem Driving Self as passenger Negative influences .07* Praise / caution .12 Criticize bad driving -.02 R-squared .06

  12. Regression results Problem Driving Self as passenger Negative influences -.05 Praise / caution .19 Criticize bad driving -.05 Peer passenger influence Negative influences .14** Praise / caution -.06 Criticize bad driving .00 R-squared .11

  13. Regression results Problem Driving Self as passenger Negative influences -.05 Praise / caution .18 Criticize bad driving -.05 Peer passenger influence Negative influences .13* Praise / caution -.06 Criticize bad driving -.01 Distal Influences Modeling .01 Peer Talk .04 R-squared .11

  14. Regression results Problem Dangerous Driving Drive-Alone Self as passenger Negative influences -.05 .14* Praise / caution .18 -.18* Criticize bad driving -.05 -.03 Peer passenger influence Negative influences .13* Praise / caution -.06 Criticize bad driving -.01 Distal Influences Modeling .01 Peer Talk .04 R-squared .11 .18

  15. Regression results Problem Dangerous Driving Drive-Alone Self as passenger Negative influences -.05 -.04 Praise / caution .18 -.06 Criticize bad driving -.05 -.10 Peer passenger influence Negative influences .13* .20*** Praise / caution -.06 -.11 Criticize bad driving -.01 .14 Distal Influences Modeling .01 Peer Talk .04 R-squared .11 .27

  16. Regression results Problem Dangerous Driving Drive-Alone Self as passenger Negative influences -.05 -.04 Praise / caution .18 -.09 Criticize bad driving -.05 -.09 Peer passenger influence Negative influences .13* .16** Praise / caution -.06 -.12 Criticize bad driving -.01 .13 Distal Influences Modeling .01 .09 Peer Talk .04 .09 R-squared .11 .29

  17. Regression results Problem Dangerous Dangerous Driving Drive-Alone Peer Passengers Self as passenger Negative influences -.05 -.04 .15*** Praise / caution .18 -.09 -.15* Criticize bad driving -.05 -.09 -.02 Peer passenger influence Negative influences .13* .16** Praise / caution -.06 -.12 Criticize bad driving -.01 .13 Distal Influences Modeling .01 .09 Peer Talk .04 .09 R-squared .11 .29 .22

  18. Regression results Problem Dangerous Dangerous Driving Drive-Alone Peer Passengers Self as passenger Negative influences -.05 -.04 .10* Praise / caution .18 -.09 -.12 Criticize bad driving -.05 -.09 -.07 Peer passenger influence Negative influences .13* .16** .04 Praise / caution -.06 -.12 -.04 Criticize bad driving -.01 .13 .29** Distal Influences Modeling .01 .09 Peer Talk .04 .09 R-squared .11 .29 .27

  19. Regression results Problem Dangerous Dangerous Driving Drive-Alone Peer Passengers Self as passenger Negative influences -.05 -.04 .09 Praise / caution .18 -.09 -.16 Criticize bad driving -.05 -.09 -.05 Peer passenger influence Negative influences .13* .16** -.01 Praise / caution -.06 -.12 -.04 Criticize bad driving -.01 .13 .27** Distal Influences Modeling .01 .09 .08 Peer Talk .04 .09 .14 R-squared .11 .29 .31

  20. Findings suggest: Peer influences are correlated with problem driving Negative influences outweigh positive influences Criticizing bad driving doesn’t help Proximal influences are stronger than distal influences Peer influence on teens remains noticeable even when controlling for teen’s own influencing behavior toward peers as drivers.

  21. What can we do? Affiliation Assessment Awareness

  22. What can we do? Affiliation Assessment Awareness

  23. What can we do? Awareness: Understand forms and directions in which peer influence is manifest. Affiliation Assessment

  24. What can we do? Awareness: Understand forms and directions in which peer influence is manifest. Affiliation Assessment

  25. What can we do? Awareness: Understand forms and directions in which peer influence is manifest. Affiliation: Join peer groups likely to maximize constructive and minimize destructive influences. Assessment

  26. What can we do? Awareness: Understand forms and directions in which peer influence is manifest. Affiliation: Join peer groups likely to maximize constructive and minimize destructive influences. Assessment: Discern trade-offs between social enhancement and self-destructiveness.

  27. And one final note: Should driver education also involve passenger education? Adolescents need to understand how they influence as well as how they are influenced by peers. For more information: http://prsg.education.wisc.edu/

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