| Modern industrial societies have become dependent on the automobile for both personal and commercial transportation. This dependence can in part be traced to social and economic forces that demanded more complex forms of social organization. This widespread dependence has not come without substantial social and economic costs, however, as measured in lives lost and property damaged. Of particular relevance is the disproportionate impact the automobile has had and continues to have on young drivers (16 to 24 years of age).; In response, state governments have adopted traffic safety education programs which aim to instill in novice drivers the knowledge, skill, and level of sensed personal responsibility found in older and more experienced drivers. This program theory, therefore, identifies the source of the problem as flowing from a personal deficit to be remedied through uniform pedagogy and curriculum. This program theory has come into question in recent years as a result of numerous evaluations which have failed to provide evidence in its support. To enhance our understanding, General Strain Theory and Self-Control Theory were tested for their explanatory power of this phenomenon. Consultation of these two theories was sought not only because each contends to be a superior "general" theory of crime/delinquency, but also because application of these theories to this phenomenon has largely been ignored in favor of more conventional definitions of crime and delinquency.; The results of the Simultaneous Regression Modeling techniques employed here reveal that both theories can claim intellectual province to this phenomenon. Counter to widespread belief, however, these general theories are not competitors, but instead distant cousins that when considered simultaneously enhance our understanding not only of young driver accidents and driving delinquency, but also of conventional crimes. The results also provide support for the efficacy of traffic safety education after considering these individual level characteristics which spell numerous implications for the programming and delivery of effective traffic safety education. |
