ABSTRACT
A growing consensus among driver training and road safety researchers is that driver training should place greater emphasis on higher-order, cognitive and motivational functions underlying driving behaviour (Hatakka et al., 2002; Mayhew and Simpson, 2002). This changed conception of driver training has been laid down in the Goals for Driver Education matrix (Hatakka et al., 2002) and recent research seems to support this idea (Beanland, Goode, Salmon, and Lenné, 2013; Isler, Starkey, and Sheppard, 2011). Innovative training initiatives appear to counteract overconfidence and address motivational factors such as driving anger, sensation seeking, and boredom (e.g., Isler et al., 2009).
