Mirman Jessica H, Roche Brianne, Higgins-D'Alessandro Ann
a Department of Psychology , The University of Alabama at Birmingham , Birmingham , Alabama.
b Department of Psychology , Fordham University , Bronx , New York.
Traffic Inj Prev. 2018;19(6):644-650. doi: 10.1080/15389588.2018.1476689. Epub 2018 Sep 25.
The aims of this study were to extend the current literature on school climate that is focused on understanding how teacher, administrator, and student perceptions about driving-focused aspects of the social, educational, and institutional climate of schools can affect students' achievement, behavior, and adjustment toward the development of the concept of a school safe driving climate (SSDC) and initiate the development of tools and processes for assessing SSDC.
A mixed methods approach was used to develop an initial version of a survey-based measure of SSDC that involved self-report surveys (students) and in-depth interviews (teachers). Exploratory factor analytic procedures identified SSDC constructs and a regression framework was used to examine associations among SSDC constructs and self-reported driving behaviors. Qualitative data were subjected to inductive analysis, with a goal of elucidating teachers' perspectives on SSDC and an SSDC intervention.
The study sample consisted of 947 adolescents (48% male) from one large high school and 44 teacher advisors. Participants were recruited from a school participating in a state-wide effort to promote transportation safety through peer-led programming. Two SSDC factors were identified-Administrative contributions to school safety and value of school safety-that were associated with adolescents' perceptions of their driving behaviors. Adolescents perceived that the intervention affected administrative safety. Teacher interviews contextualized these results and provided guidance on program revisions.
Safe driving climate may be an important, modifiable, and measurable aspect of school climate. Additional research is needed to refine the assessment tool and to use it in longitudinal and experimental studies.
本研究旨在拓展当前关于学校氛围的文献，该文献聚焦于理解教师、管理人员和学生对学校社会、教育及制度氛围中与驾驶相关方面的认知如何影响学生的成绩、行为以及对学校安全驾驶氛围（SSDC）概念发展的适应情况，并启动用于评估SSDC的工具和流程的开发。
采用混合方法来开发基于调查的SSDC测量的初始版本，其中包括自我报告调查（学生）和深度访谈（教师）。探索性因素分析程序确定了SSDC的构成要素，并使用回归框架来检验SSDC构成要素与自我报告的驾驶行为之间的关联。对定性数据进行归纳分析，目的是阐明教师对SSDC和SSDC干预措施的看法。
研究样本包括来自一所大型高中的947名青少年（48%为男性）和44名教师顾问。参与者是从一所参与全州范围内通过同伴主导计划促进交通安全努力的学校招募的。确定了两个SSDC因素——学校安全的行政贡献和学校安全的价值——这与青少年对其驾驶行为的认知相关。青少年认为该干预措施影响了行政安全。教师访谈为这些结果提供了背景信息，并为项目修订提供了指导。
安全驾驶氛围可能是学校氛围中一个重要、可改变且可衡量的方面。需要进一步的研究来完善评估工具，并将其用于纵向和实验研究。
