title: Executive Functions and Risk Propensity in Adolescent and Adult Male Drivers: A Comparison

authors: Moleni, James

subjects: Executive Functions and Risk Propensity

abstract: Young drivers between the ages of 16 and 24 are over-represented in motor-vehicle accident statistics worldwide. Several studies suggest that age could be a major crash risk factor in young drivers because their frontal lobes are not yet fully developed. The frontal lobes help inhibit impulsive behaviour and control executive functions which could otherwise result in higher risk taking propensity, impulsivity and reduced cognitive function which may lead to risky driving behaviours resulting in traffic accidents. This study examined the differences between 45 young (ages 16-18 years) and 32 adult (ages 25 years and over) male drivers in relation to cognitive ability, executive functioning, driving and risk attitudes, and impulsivity using cognitive tests and self-report questionnaires. The results showed that young drivers displayed attitudes significantly more approving of risk taking and risky driving, had significantly higher impulsivity, and were much more inclined to committing future driving violations. The adult drivers generally demonstrated higher cognitive ability and better executive functioning. A strong link was found between high risk propensity and riskier driving attitudes, which were both associated with better cognitive ability especially for young drivers. For the young drivers specifically, higher impulsivity and higher risk taking attitudes were linked with higher intentions to commit future driving violations. Also, for young drivers, poor fluency and switching were linked with a riskier driving attitude, and a safer attitude was linked to better inhibition. For the adult drivers, poor complex information processing was linked to higher risk taking attitudes. Further studies are needed to provide a better understanding of the young driver problem, particularly related to actual on road driving behaviour rather than self reported intentions.

text: Executive Functions and Risk Propensity in Adolescent and Adult Male Drivers: A Comparison Young drivers between the ages of 16 and 24 are over-represented in motor-vehicle accident statistics worldwide. Several studies suggest that age could be a major crash risk factor in young drivers because their frontal lobes are not yet fully developed. The frontal lobes help inhibit impulsive behaviour and control executive functions which could otherwise result in higher risk taking propensity, impulsivity and reduced cognitive function which may lead to risky driving behaviours resulting in traffic accidents. This study examined the differences between 45 young (ages 16-18 years) and 32 adult (ages 25 years and over) male drivers in relation to cognitive ability, executive functioning, driving and risk attitudes, and impulsivity using cognitive tests and self-report questionnaires. The results showed that young drivers displayed attitudes significantly more approving of risk taking and risky driving, had significantly higher impulsivity, and were much more inclined to committing future driving violations. The adult drivers generally demonstrated higher cognitive ability and better executive functioning. A strong link was found between high risk propensity and riskier driving attitudes, which were both associated with better cognitive ability especially for young drivers. For the young drivers specifically, higher impulsivity and higher risk taking attitudes were linked with higher intentions to commit future driving violations. Also, for young drivers, poor fluency and switching were linked with a riskier driving attitude, and a safer attitude was linked to better inhibition. For the adult drivers, poor complex information processing was linked to higher risk taking attitudes. Further studies are needed to provide a better understanding of the young driver problem, particularly related to actual on road driving behaviour rather than self reported intentions.

year: 2010

title: Contemporary pressures on school-based research: A cautionary tale for school leaders

authors: Smith, Megan

subjects: School-based research

abstract: School-based research has historically played an important role within the education system contributing to our understanding of the organisation and practice of formal education. Supported by relevant literature, this article reports on current challenges in conducting school-based research in Aotearoa New Zealand as experienced by one researcher. It suggests that conducting school-based research is becoming increasingly difficult, with possible explanations for this being the divergent workflows of researcher and school-based participant(s), the volume of demands on teachers and schools, and restricted roles for teachers and parents, which increase the risk of research fatigue. The article argues that although school-based research is rarely an immediate priority for school leaders, it is imperative that they support it if they want to be informed by its insights for policy and practice.

text: Contemporary pressures on school-based research: A cautionary tale for school leaders School-based research has historically played an important role within the education system contributing to our understanding of the organisation and practice of formal education. Supported by relevant literature, this article reports on current challenges in conducting school-based research in Aotearoa New Zealand as experienced by one researcher. It suggests that conducting school-based research is becoming increasingly difficult, with possible explanations for this being the divergent workflows of researcher and school-based participant(s), the volume of demands on teachers and schools, and restricted roles for teachers and parents, which increase the risk of research fatigue. The article argues that although school-based research is rarely an immediate priority for school leaders, it is imperative that they support it if they want to be informed by its insights for policy and practice.

year: 2020

title: Ka awatea

authors: Levy, Michelle Patricia

abstract: This book realises a long held vision to boldly claim our space in psychology: showing how we as Māori practitioners, researchers, and teachers of psychology realise our belief in the potential of psychology to contribute positively to the lives of our whānau. Celebrating our diversity, while at the same time being drawn together by our commonalities, these pages offer a space where all our contributions can be honoured. Our title, originating from Virginia’s chapter, which in turn originated from a well-known whakataukī, expresses the distinctiveness and beauty of manu Māori who herald the dawn, share stories and who listen to the voices of the universe. Like the manu, our reo expresses our whakaaro and our shared beginnings that unite and connect us across the dimensions of wairua, land, sea and air.

text: Ka awatea This book realises a long held vision to boldly claim our space in psychology: showing how we as Māori practitioners, researchers, and teachers of psychology realise our belief in the potential of psychology to contribute positively to the lives of our whānau. Celebrating our diversity, while at the same time being drawn together by our commonalities, these pages offer a space where all our contributions can be honoured. Our title, originating from Virginia’s chapter, which in turn originated from a well-known whakataukī, expresses the distinctiveness and beauty of manu Māori who herald the dawn, share stories and who listen to the voices of the universe. Like the manu, our reo expresses our whakaaro and our shared beginnings that unite and connect us across the dimensions of wairua, land, sea and air.

year: 2016