Effects of aggressive driving and driver characteristics on road rage

To what extent is road rage triggered by aggressive driving behavior (frustration-aggression) or by characteristics of an aggressive driver (frustration-selective aggression)? Two scenarios on aggressive driving were presented to 144 undergraduates: impeding traffic (passive aggression) and reckless driving (active aggression). Age, gender, and cell phone use of a fictitious aggressive driver were manipulated in a 2 × 2 × 2 factorial design. Dependent variables were anger that was created by each scenario, intentions to retaliate against the other driver, and intentions to report the incident to police. Age, gender, and cell phone use had no significant effects on results. Subjects raged far more against aggressive driving than against particular classes of aggressive drivers. Strategies for lowering road rage are discussed.     

The Peltzman hypothesis revisited: An isolated evaluation of offsetting driver behavior

Nearly all of the previous investigations of driver behavior under varying safety conditions have only been able to evaluate the issue of offsetting driver behavior indirectly. Some studies note that engineering estimates of the aggregate improvements of automobile safety enhancements are substantively larger than economic estimates of the same effects. Others have found that non-occupants such as motorcyclists and pedestrians are under greater risk of incurring accidents when automobiles are made safer. Although these observations are consistent with the hypothesis that drivers respond to safety enhancements by driving less safely (having been instilled with a sense of greater protection provided by the safety improvements), they do not provide a direct evaluation of the relationship between driving environment and driver behavior. Thus, factors other than offsetting behavior may be generating these observed results. A few studies have tested the offsetting behavior hypothesis more directly, but only under highly specific safety conditions and narrow measures of driver behavior. This article undertakes an isolated analysis of driver behavior under varying safety conditions, with data which allows for more general changes to safety conditions and broader measures of driver behavior. Estimates obtained from the evaluation of individual accident reports lend support to the offsetting behavior hypothesis and imply that both aggressive behavior and nonaggressive (inattentive) driving behavior are likely to increase as the driving environment becomes safer.     

Voluntary and involuntary driving cessation in later life

This study explores the decision-making process of driving cessation in later life, with a focus on voluntariness. The sample included 83 former drivers from the Baltimore Epidemiologic Catchment Area Study. A majority of participants (83%) reportedly stopped driving by their own decision. However, many voluntary driving retirees reported external factors such as financial difficulty, anxiety about driving, or lack of access to a car as main reasons for driving cessation. These findings imply that distinction between voluntary and involuntary driving cessation is ambiguous and that factors beyond health status, including financial strain, play a role in the transition to non-driving.     

Voluntary and Involuntary Driving Cessation in Later Life

This study explores the decision-making process of driving cessation in later life, with a focus on voluntariness. The sample included 83 former drivers from the Baltimore Epidemiologic Catchment Area Study. A majority of participants (83%) reportedly stopped driving by their own decision. However, many voluntary driving retirees reported external factors such as financial difficulty, anxiety about driving, or lack of access to a car as main reasons for driving cessation. These findings imply that distinction between voluntary and involuntary driving cessation is ambiguous and that factors beyond health status, including financial strain, play a role in the transition to non-driving.     

The Entry Behavior of Aggressive/Rejected Children: The Contributions of Status and Temperament

This study investigated the entry behavior and temperamental characteristics of aggressive/rejected and nonaggressive/popular kindergarten and first‐grade children. An analog entry situation was used to assess children's entry skills. Aggressive/rejected children had more difficulty than nonaggressive/popular children delivering their entry bids in a well‐timed manner and engaged in more disruptive entry strategies. They also tended to use more aggressive entry strategies after experiencing entry failure. The children's temperamental characteristics accounted for significant variance in their entry behavior. Temperamental fear made a positive contribution to children's use of socially appropriate entry strategies. The children's status and impulsiveness each explained unique variance in their use of disruptive entry strategies. Aggressive/rejected girls were more impulsive than other groups and tended to be less fearful.     

An Experimental Analysis of Children's Dislike of Aggressors and Victims

We experimentally examined social contextual factors that might moderate children's dislike for aggressors and for victims of aggression, by varying both the aggressor's behavior (aggressive toward multiple children versus aggressive only toward one child) and the victim's behavior (passive versus assertive). Children (117 male and female fourth to sixth graders) listened to one of four scenarios describing the experiences of boys at a summer camp and rated how much they liked the aggressor, the victim, and the other children in the scenario; children also reported how much they thought the aggressor, victim, and others liked each other. Overall, and consistent with previous research, children disliked aggressors the most, followed by victims and then by the other children in the scenarios. Importantly, children's liking was influenced by the social context in which the aggression occurred, particularly in regards to how the victim responded. Aggressors (general or focused) were liked more if their victim was assertive rather than nonassertive. Furthermore, children liked nonassertive victims less than assertive victims, particularly a nonassertive victim in response to a general aggressor. Inferred liking among the group members also was dependent on the social context of the provocation. This research highlights the need to consider aggression as more than a set of behaviors. Aggression is a social event embedded within a social context and interpersonal relationships must be considered.     

The Relationship Between Indirect and Physical Aggression on Television and in Real Life

Viewing indirect aggression on television has been shown to have negative short‐term effects on a viewer's subsequent aggressive behavior; however, the longer term relationship between viewing indirect aggression on television and in real life has not yet been examined. Three hundred and forty‐seven adolescents, aged 11–14, were asked to list their five favorite television programs. These programs were analyzed for the amount and type of aggression they contained. Peer‐nominated indirect aggression was predicted by other aggressive behavior, sex, and televised indirect aggression. In particular, indirectly aggressive girls viewed more indirect aggression on television than any other group. Peer‐nominated physical aggression was predicted by other aggressive behavior and sex, but not by televised physical or indirect aggression. This study provides a starting point for future long‐term research on the effect of viewing indirect aggression in the media.     

Family conditions, parental acceptance, and social competence and aggression in Chinese children

The purpose of the present study was to examine the relations among family ecological factors including parental educational and occupational status, family income and housing conditions, the quality of the marital relationship and social support, parental acceptance and rejection, and social competence in a sample of Chinese children. Four hundred and seventy-six primary school children in Shanghai, P.R. China, and their parents participated in the study. Children were administered a peer assessment measure of social behavior and a measure of their perceptions of parental behavior. Parents completed questionnaires concerning family background, parental acceptance and rejection, perceived social support, and marital conflict and satisfaction. Teachers completed a rating scale concerning children's behaviors in school. Information on children's leadership was collected from the school administrative records. Results indicated that parental educational and occupational status was associated with family psychological conditions which, in turn, were predictive of parental acceptance. Family capital resources were negatively related to parental acceptance. Results also indicated that parental acceptance was associated positively with prosocial-competent behavior in children and negatively with aggressive behavior in children. Parental educational and occupational status was directly associated with children's competent behavior. Finally, it was found that family psychological resources were positively related to competent behavior and negatively related to aggression in children, through the mediation of parental acceptance and rejection. Family capital resources were indirectly and positively associated with child aggression through the mediation of parental acceptance and rejection.     

Older Adults’ Expectations about Mortality,Driving Life and Years Left without Driving

ABSTRACT

People are living and driving longer than ever before, with little preparation for transitioning to being non-drivers. We investigated driving expectations among drivers age 65 and older, including sociodemographic and driving context predictors. Cross-sectional data from 349 older drivers were explored to determine variation in how many years they expected to continue driving. General linear models examined predictors of both expectations. In this predominantly Black/African American sample, 76% of older drivers (mean age = 73 ± 5.7 years) expected a non-driving future, forecasting living an average of 5.75 ± 7.29 years after driving cessation. Regression models on years left of driving life and years left to live post-driving cessation predicted nearly half of the variance in older drivers’ expectations with five significant predictors: income, current age, age expected to live to, self-limiting driving to nearby places and difficulty, visualizing being a non-driver. Many older drivers expect to stop driving before end of life.     

Within salvation: girl hawkers and the colonial state in development era Lagos

For almost two decades between the close of the Second World War and Nigerian independence in 1960, the British colonial state which faced a crisis of legitimacy in Lagos upheld city ordinances that made itinerant trading by young children in Lagos a punishable status offense. Although anti-trading regulations were gender-neutral in their language, girls were disproportionately sanctioned for engaging in street trading and related activities. In defending their concentration on girl sellers over boy sellers, colonial welfare officials painted a picture of the urban context as an inherently dangerous context and of girls as being particularly at risk of violent assault in the city, making them particularly in need of protection from town life. Sources which show that parents generally resisted or ignored the street trading regulations and continued permitting their daughters to sell despite entreaties, warnings, or fines from colonial officials, suggest that African parents and British colonial officials may have had conflicting views on the inherent danger of the city, on what constituted child endangerment, and on the gendered nature of childhood. This article argues that the girl saving campaigns of development era Lagos were as much about the legitimization of a colonial state facing a crisis of legitimacy as they were about debates between African parents and colonial welfare officials in Lagos concerning ideas of children and childhood and the dangers of street trading by African girls.     

Predicted risk perception and risk-taking behavior: The case of impaired driving

Research suggests an association between risk perception and risk-taking behavior in a variety of contexts. There is empirical evidence that perceived risk is generally biased and that perception of risk influences behavior. Perception of risk can be endogenous. It is therefore more appropriate to instrument risk perception. This article studies the perception of the risks associated with impaired driving and the relation between predicted risk perception and driving behavior. We survey a sample of license-holders, half of whom are drivers with a past conviction for impaired driving, the other half or control group without such conviction. Predicted perceptual biases are shown to influence actual driving behavior.

Knowledge Structures, Social Information Processing, and Children's Aggressive Behavior

Although a multitude of factors may be involved in the development of children's violent behavior, the actual aggressive act is preceded by a decision-making process that serves as the proximal control mechanism. The primary goal of this longitudinal study was to understand the nature of this proximal control mechanism involved in children's aggressive acts by focusing on two aspects of social cognitions: social information processing and stored knowledge (i.e., internal knowledge structures that are the latent memories of past events). It was hypothesized that: (1) children with hostile knowledge structures will display more biased patterns of aggressive social information processing than children whose knowledge structures are less hostile and negative; (2) children who display hostile knowledge structures will behave in chronically aggressive ways; and (3) the development of hostile knowledge structures and hostile patterns of social information processing contribute to the stability of aggressive behavior and thus partially mediate the relation between early and later aggressive behavior. 585 boys and girls (19% African-American) were followed from kindergarten through eighth grade. Results from this investigation support the hypotheses and are discussed in terms of the significance of the inclusion of knowledge structures in our theories of the mental processes involved in children's violent behaviour.     

Role of Various Fault Attributions and Other Factors in Children's Anticipated Response to Hypothetical Peers With Undesirable Characteristics

Two studies examined the role of various fault attributions and other factors in children's anticipated response to hypothetical peers described as having an undesirable characteristic. The children were found to distinguish among various fault attributions (i.e., general, onset, and perpetuation; study 1), and they tended to agree more strongly that the peers were responsible for the perpetuation than the onset of these characteristics (studies 1 and 2). In study 1, perceiving an aggressive or overweight peer as similar to a friend and believing that the overweight peer will overcome this undesirable characteristic were found to be associated with a relatively favorable response to these peers. The more strongly the children agreed that (1) an aggressive peer is generally at fault for his/her undesirable characteristic (study 1) and (2) peers who are aggressive, overweight, shy, or a poor student are at fault for the onset of their undesirable characteristics (study 2), the less favorably they anticipated responding to these peers. Unexpectedly, attributing responsibility to forces ‘outside the peer's control’ (i.e., parents and biology) for his/her undesirable characteristic in study 2 was not found to be associated with a relatively favorable response to any peer with an undesirable characteristic.     

Sex differences in single vehicle fatal crashes: a research note

Single vehicle traffic fatality data spanning the years 1982–1991 appear to support the convergence hypothesis: that women are becoming more like men in their behaviors. However, diminishing differences between male and female fatalities do not support a risk-taking model of convergence. Male drivers killed in single vehicle crashes have reduced risk-taking as measured by driving at night, driving on weekends, prior traffic convictions and crashes, and drunken driving. Female single vehicle fatalities have not risen because of increased risk-taking; rather, a greater proportion of women are now licensed to drive and they are driving more miles per year, which supports an exposure model over a risk-taking one.     

Self-perceived Social Acceptance and Peer Social Standing in Children with Aggressive–Disruptive Behaviors

Examining children's perceptions of their social acceptance in conjunction with others’ ratings of their peer social standing can enhance our understanding of the heterogeneity in children exhibiting disruptive behavior problems. Using a sample of 213 youth rated in the top 31 percent of their class on aggressive–disruptive behaviors, the current study examined the interaction between children's perceptions of their social acceptance and their peer‐rated social standing in predicting emotional and behavioral problems. Overall, lower peer‐rated social standing was associated with higher levels of antisocial behavior, academic problems, and hyperactivity/inattention. On the other hand, higher self‐perceived social acceptance was associated with increased levels of peer‐rated fighting at school. For children who were rated as having high social standing among their peers, poorer self‐perceived social acceptance was associated with increased oppositional behaviors and conduct problems at home. In addition, children who reported lower self‐perceived social acceptance exhibited increased levels of depressive symptoms, even when they were relatively well liked by their peers. The potential implications for working with subgroups of children with aggressive–disruptive behaviors are discussed.     

They're Cool: Social Status and Peer Group Supports for Aggressive Boys and Girls

This study examined who among the 526 fourth to sixth graders are nominated as among the coolest kids in their class. There were two questions: (1) Are popular‐aggressive (tough) children nominated as cool by a broad spectrum of their peers, or only by a select few? (2) Does variability in children’s cool nominations more closely follow their individual characteristics or group affiliations? Three‐level hierarchical linear modeling (nominators in groups in classrooms) tested the study hypotheses. The main finding was that children in aggressive groups nominated tough peers as cool and children in nonaggressive groups nominated popular‐nonaggressive (model) peers, regardless of nominators’ individual characteristics or the prominence of their groups across diverse classroom contexts. Girls were proportionately more likely to nominate tough than model boys, but only a minority (less than 25 percent) of relatively aggressive girls nominated any boys as cool. Findings indicate that normative boy and girl peer cultures give broad reputational support to some aggressive children.     

The Effects of Mandatory Seat Belt Laws on Motor Vehicle Fatalities in the United States

Objective . This article assesses the effectiveness of mandated seat belt usage. The theory of offsetting behavior asserts that when drivers feel safer, they compensate by driving less cautiously. As a consequence, any lifesaving effects from mandated safety devices such as seat belts could be significantly diminished or entirely offset. Methods . This article uses regression analysis and two years (1988 and 1997) of state-level data to test for the presence of offsetting behavior by estimating models explaining total and nonoccupant motor vehicle deaths. In addition to accounting for several factors generally acknowledged as being determinants of highway deaths, the models control for the impact of primary and secondary seat belt laws. Results . The findings suggest the existence of offsetting behavior by drivers of motor vehicles. Conclusions . We need to recognize the probability of such compensatory behavior and direct our efforts at ways of ameliorating the adverse effects.     

Relational Aggression, Relational Victimization, and Language Development in Preschoolers

We investigated language development, relational aggression, and relational victimization in ethnically, socioeconomically diverse preschoolers. Relational aggression was positively related to language development. Girls were more relationally aggressive than boys, and higher‐socioeconomic status (SES) children were more relationally aggressive and victimized than lower‐SES children. Neither gender nor SES conclusively moderated the relation between language and relational aggression, though some findings suggest the possibility of stronger relations among boys and lower‐SES children. Teachers agreed on ratings of relational aggression and relational victimization to a moderate extent.     

The Effect of Having Aggressive Friends on Aggressive Behavior in Childhood: Using Propensity Scores to Strengthen Causal Inference

This study used propensity scores to statistically approximate the causal effect of having aggressive friends on aggressive behavior in childhood. Participants were 1355 children (53 percent girls; 31 percent minority) in 97 third and fifth grade classrooms enrolled in the Classroom Peer Ecologies Project. Propensity scores were calculated to control for the impact of 21 relevant confounder variables related to having aggressive friendships and aggressive behavior. The 21 variables included demographic, social, and behavioral characteristics measured at the beginning of the school year. Presence/absence of aggressive friends was measured in the middle of the school year, and aggressive behavior was measured at the end of the school year. Results indicated a significant effect of having one or more aggressive friends on children's aggressive behavior above and beyond the effects of the 21 demographic, social, and behavioral variables. The propensity score model was compared with two other models of peer influence. The strengths and practical challenges of using propensity score analysis to study peer influence were discussed.     

Preschoolers' Attachment to Mother and Risk for Adjustment Problems in Kindergarten: Can Teachers Make a Difference?

Based on attachment theory, two aims were addressed. Firstly, we tested whether close teacher–child relationships may buffer children who are less securely attached to their mothers against negative outcomes, such as aggressive behavior. Secondly, our study evaluated whether teacher sensitivity may protect less securely attached children against forming less close relationships with their teachers. In a sample of 127 children, mother–child attachment was observed in preschool. In kindergarten, teacher sensitivity was observed, and teacher–child closeness and child aggressive behavior were rated by the teacher. Results of multilevel hierarchical regression analyses first showed that with high teacher–child closeness, less securely attached children are no longer at risk for more aggressive behavior. Secondly, it was found that with high teacher sensitivity, less securely attached children are no longer at risk for developing less close relationships with their teachers.