Parent and Teen Factors Associated with the Amount and Variety of Supervised Practice Driving.

Despite the fact that a minimum number of practice hours for novice drivers has been widely adopted in the U.S., Australia, NZ and in some European countries, surprisingly little is known about the amount or variety of driving during the learner stage. One factor may be due to the difficulty in obtaining objective measures of the amount and conditions during which practice driving takes place. The purpose of this study was to use objective measures of the amount and variety of practice driving occurring during the learner permit stage, and examine how these differ according to individual and household level characteristics, which were measured at baseline using parent and teen surveys. We found that increased practice was associated with parenting practices, such as parent trust, as well as household income and pre-permit driving experience. Taken collectively, the findings suggest the amount of practice driving may be a function of the motivation or interest of the teen to drive, combined with the quality of the relationship between parents and teens and the household environment within which these characteristics are occurring. Surprisingly, in this study, teens from households with lower incomes gained more practice hours and days. Population level studies examining the association between the family context and how teenagers learn to drive are needed to confirm the findings from this study in a representative sample. The use of both naturalistic and survey methods used in this study demonstrates how they can build on one another.

Factors Influencing Learner Permit Duration.

An increasing number of countries are requiring an extended learner permit prior to independent driving. The question of when drivers begin the learner permit period, and how long they hold the permit before advancing to independent licensure has received little research attention. Licensure timing is likely to be related to "push" and "pull" factors which may encourage or inhibit the process. To examine this question, we recruited a sample of 90 novice drivers (49 females and 41 males, average age of 15.6 years) soon after they obtained a learner permit and instrumented their vehicles to collect a range of driving data. Participants completed a series of surveys at recruitment related to factors that may influence licensure timing. Two distinct findings emerged from the time-to-event analysis that tested these push and pull factors in relation to licensure timing. The first can be conceptualized as teens' motivation to drive (push), reflected in a younger age when obtaining a learner permit and extensive pre-permit driving experience. The second finding was teens' perceptions of their parents' knowledge of their activities (pull); a proxy for a parents' attentiveness to their teens' lives. Teens who reported higher levels of their parents' knowledge of their activities took longer to advance to independent driving. These findings suggest time-to-licensure may be related to teens' internal motivation to drive, and the ability of parents to facilitate or impede early licensure.