Evaluating public education messages aimed at monitoring and responding to social interactive technology on smartphones among young drivers. (July 2017)

• Record Type: Journal Article
• Authors: Gauld, Cassandra S.; Lewis, Ioni; White, Katherine M.; Fleiter, Judy J.; Watson, Barry
• Is Part Of: Accident analysis and prevention. Volume 104(2017)
• Page Start: 24
• Page End: 35
• Publication Date: 2017-07
• Subjects: Public education messages -- SatMDT -- Monitoring -- Responding -- Soical interactive technology -- Young drivers; Accidents -- Prevention -- Periodicals; Accident Prevention -- Periodicals; Accidents -- Prévention -- Périodiques; 363.106
• DOI: 10.1016/j.aap.2017.04.011
• Languages: English
• ISSNs: 0001-4575

Abstract

Highlights: Evaluates public education messages aimed at smartphone use among young drivers. Messages targeted either monitoring/reading or responding behaviours. Focused on the additional social interactive technologies beyond texting and calling. Results supported gender differences in message evaluation. Messages targeting monitoring/reading behaviour were deemed more effective. Abstract: Young drivers are more likely than any other age group to access social interactive technology (e.g., Facebook, E-mail) on a smartphone while driving. The current study formed part of a larger investigation and was guided by The Step Approach to Message Design and Testing (SatMDT) to evaluate the relative effectiveness of three different public education messages aimed at reducing smartphone use among young drivers. The messages were each adapted to the specific behaviours of monitoring/reading and responding to social interactive technology on smartphones. Participants ( n = 288; 199F, 89M) were drivers aged 17–25 years who resided in the Australian state of Queensland. Message acceptance (i.e., intention and effectiveness) and message rejection were both assessed using a self-report survey. Multivariate analyses found that, overall, the messages targeting monitoring/reading behaviour were considered more effective than those targeting responding behaviour. The message that challenged the underlying motivation that believing you are a good driver makes it easier to monitor/read social interactive technology while driving was considered particularly effective by young male drivers.