Learning to drive safely: Social-cognitive responses are predictive of performance rated by novice drivers and their instructors

In this study, novice drivers' safe driving performance was investigated in a prospective design. Driving performance during a 1 1/2 h driving session was rated both by the drivers and their instructors. The results indicated that a model based on the Theory of Planned Behaviour predicted both self-reported performance (50% of variance in general assessments and 33% of variance in estimates of driving errors/violations explained) and instructors' general assessments (17% variance explained). Instructors' assessments of driving errors and violations committed during the session was the only outcome not successfully explained by the model (0% variance explained). The results indicate that self-reports on behavioural criteria are not without merit in tests concerning the contribution of social-cognitive determinants to safe driving. Self-efficacy emerged as the main predictor of performance. Interventions targeting novice drivers, could therefore emphasize mastery experiences in order to facilitate safe driving behaviour.