No abstract

No abstract

No abstract

Seven driving attitude scales representing driving behaviors and beliefs about driving were created and initially validated using 257 undergraduate students (168 females, 89 males) in Study 1. However, the Speeding Attitude Scale (SAS) accounted for most of the strength of the intercorrelations among these scales and discriminant classification analyses showed that SAS dominated the other scales as a sufficient explanation for having speeding tickets. Study 2, using 180 students (75 males, 105 females), replicated findings regarding the significant but low correlation between SAS and speeding tickets, and was significantly correlated with Zuckerman's Sensation Seeking Scale (SSS). Replication also showed that males had higher SAS scores and more speeding tickets. Accidents were typically a function of sex, increasing age, and variables related to recent accident history. Objective sources of speeding attitude confirmation may enhance the future validity of the SAS. Potential interventions for being a safe passenger and attitudinal control in the training of young drivers were discussed.

The authors investigated whether parents and students are consistent, over grade levels, in the importance they assign to school goals. Elementary and high school students (n = 178) and their parents (n = 130) completed a questionnaire addressing the personal importance of students' school goals, defined in terms of school success. Parent-child consistencies in the rating patterns of school goals over grade levels were more common than were inconsistencies. These developmental consistencies support the position that students' school goals are embedded within the parent-child relationship (J. Youniss, 1980; J. Youniss & J. Smollar, 1985) and are scaffolded within it (J. S. Bruner, 1975; L. S. Vygotsky, 1978). Potential sources of relational and phenotypic influences on school goals are discussed, as is the need for effective friendship management and school performance in high school.