The Effects of Choice Theory and Verbal Self-Guidance Instruction on Young Adult Drivers' Locus of Control, Safe Driving Intentions, and Course Satisfaction

The study was conducted to investigate the effect of combining instruction in Choice Theory and verbal self-guidance (CT/VSG) with driver safety direct instruction (DSDI) on locus of control, safe driving intentions, and course satisfaction in an undergraduate web-enhanced course. For this mixed methods study, a non-equivalent comparison group design (DSDI-Only versus DSDI+CT/VSG) was used in eight sections of a freshman experience web-enhanced course with a total of 118 participants. Four intact class sections were assigned to the DSDI-Only treatment group, and four were assigned to the DSDI+CT/VSG group. Both treatment groups completed online training modules created by the researcher on the topic of risky driving behaviors. Two instruments were administered as pretests---one instrument measured locus of control, and one measured safe driving intentions. Identical instruments were administered as posttests. A course satisfaction questionnaire was administered after training to gather both quantitative and qualitative data.;The independent variable in this study was the instructional strategy DSDI-Only versus DSDI+CT/VSG. The dependent variables were locus of control, safe driving intentions, and course satisfaction.;There was a statistically significant difference in the locus of control between the DSDI-Only and the DSDI+CT/VSG participants, p < .05. After the treatment, the DSDI+CT/VSG participants had a higher degree of internal locus of control than the DSDI-Only participants.;There was a statistically significant difference in the safe driving intention score between the DSDI-Only and the DSDI+CT/VSG participants, p < .05. After the treatment, the DSDI+CT/VSG participants had a higher mean score on the safe driving intention behavior scale that the DSDI-Only participants.;There were no significant differences between the groups on the course satisfaction rating. Qualitative data from the questionnaire indicated that participants in both treatment groups found the instruction to be worthwhile.;It appeared from this study that the DSDI+CT/VSG instructional strategy was effective because it addressed attitudinal and behavioral aspects of driving safety in addition to operational aspects of driving. Therefore, further investigation into DSDI+CT/VSG as an effective instructional strategy for improving driver safety is suggested.