Effective Interventions for Speeding Motorists

This report summarises the results of research undertaken by two independent research groups (Brainbox Research and the University of Leeds) into the components of interventions that are most likely to change speeding driver behaviour (part one). The parallel nature of the work by these two groups has led to partially overlapping conclusions, which are noted in this joint report. Part two reports the discussions and consensus of an expert group meeting of scientists and stakeholders at which the research was presented. The outcome of this meeting was a list of components that national speed awareness schemes should include, and how such schemes should be evaluated. Chapter 1 of the report provides an overview of the seven main models that have been used to predict and modify health-related behaviour. The ways in which each of these models assumes speed choice is determined are discussed, and the predictive power of components of the models compared. The review of the models suggests that the strongest predictors of behaviour are intentions, attitudes, perceived behavioural control and self-efficacy. However, the models do not indicate which of these constructs are more amenable to change, so that even though intention to drive within the speed limit would be the greatest predictor of not speeding, it may be difficult to change intention directly, and the other predictors, although having less predictive power, may be easier to change. Chapter 2 presents a literature review of the social cognitive predictors of speeding. The aim was to investigate the relationship between psychological theoretical models, speeding intentions and behaviour. The review considered attitudes, perceived control, anticipated regret, intention, influence of others, perceived risks, personality and affect. Chapter 3 reports a broader review of the literature on drivers’ choice of speed. This had the aim of identifying different sub-groups of speeding drivers. Five psychological factors that influence the speed at which drivers travel were identified: attitudes and appraisals; perceived normal behaviour and values; personality; self-identity; and intention. Chapter 4 reports the results of two independent reviews on effective interventions to change risky behaviour conducted by the University of Leeds and Brainbox. The reviews reached markedly similar conclusions, and provide evidence that effective interventions should target: (1) attitudes (beliefs and values) towards speeding; (2) beliefs about the acceptability and ubiquity of speeding; (3) the driver’s responsibility for their own speed choice; (4) perceptions of the likelihood of being detected; (5) perceptions of the benefits of speeding and the negative consequences of being caught or of crashing; (6) perceived barriers to driving at an appropriate speed; (7) the way in which speeding makes drivers feel; (8) drivers’ perceptions of their ability to drive at an appropriate speed; and (9) when and where drivers will reduce their speed. Persuasive messages should be paired with strategies that promote elaboration (e.g. group discussion), and there should be interactive problem-solving sessions to help individuals identify and adhere to appropriate speeds. For example, interventions might be designed to: undermine the perception that speeding is associated with benefits; promote the idea that there are costs, other than crashing, associated with speeding; promote the idea that drivers have control over the speed they adopt and that barriers to driving slowly are easy to overcome; undermine the effect of normative pressure on driving fast; and promote the affective benefits of driving more slowly. Chapter 5 presents a literature review undertaken by Brainbox to identify the extent to which these potentially effective means of behaviour change have been used in interventions to change speeding behaviour. Chapter 6 reports an evaluation of existing speed awareness courses. Ten speed awareness courses that are currently run by Safety Camera Partnerships were identified. The courses tended to have a common core content, including: (1) the reasons people speed; (2) the consequences of speeding; (3) stopping distances at different speeds; (4) the likelihood that pedestrians will die when hit at different speeds; (5) the purpose of safety cameras and the criteria used for situating them; (6) identifying speed limits; (7) hazard perception; and (8) selecting an appropriate speed.