Overestimation of Skills Affects Drivers’ Adaptation to Task Demands

Inadequate self-assessment, and specifically, overestimation of skill, results in insufficient adaptation to task demands, which can manifest itself on different levels of the driving task. A total of 130 drivers (83 novice and 47 experienced drivers) participated in an on-road driving assessment. Their performance in this assessment (i.e., fail or pass) was compared to the participants’ reported confidence in their driving skills (i.e., high or low confidence), resulting in three calibration groups: a) well-calibrated drivers (reported confidence matched performance on assessment), b) overconfident drivers (high confidence but failed assessment) and c) insecure drivers (low confidence but passed assessment). Furthermore, participants completed a questionnaire which focused on choices made on the strategic and manoeuvring level of the driving task. No significant difference was found between the calibration groups for the strategic level. Overconfident drivers reported significantly more violating behaviour than the well-calibrated and the insecure drivers. At the manoeuvring level, overconfident drivers showed significantly less instances of adaptation to traffic complexity. In conclusion, the current study suggests that overconfidence is related to inadequate adaptation to task demands

The Adaption Test: The Development of a Method to Measure Speed Adaption to Traffic Complexity

To monitor novice driver performance in the first years of solo driving, a test aimed at assessing speed adaptation to the traffic situation was developed and evaluated. The Adaptation Test consisted of 18 traffic scenes presented in two (almost) identical photographs, which differed in one single detail, increasing the situation’s complexity. The difference in reported speed between the two pictures was used as an indication of drivers’ adaptation of speed to the complexity of the traffic situation. A previous study showed that novice, unsafe and overconfident drivers, as identified in an on-road driving assessment, performed worse on the Adaptation Test (i.e. less often reported a lower speed in the more complex situation). The analysis of new data in this paper shows no correlation between performance on the Adaptation Test and self-reported crashes, and that after two years, experienced drivers had improved their performance on the Adaptation Test just as much as novice drivers

How does petty corruption affect tax morale in Sub-Saharan Africa?

Revenues from taxation gain in importance to finance economic development in Sub-Saharan Africa. One obstacle to enhancing the willingness to remit taxes can be the extortion of bribes by public officials. Using micro-level data from the Afrobarometer, we show that petty corruption erodes tax morale. The effect on tax morale is more severe in countries and regions where fewer people are affected by petty corruption and becomes insignificant if extortion of bribes is particularly prevalent. Differing levels of civic participation and potential access to tax funded services are also found to induce heterogeneous reactions to corruption experience. Applying a mediation analysis, we demonstrate that petty corruption not only has a direct effect on tax morale but also diminishes confidence in tax authorities and therefore affects tax morale indirectly. The harmful effects of corruption experience, however, operate mainly through a generally lowered inclination to uphold high levels of tax morale

Effective curricula for at-risk students in vocational education:a study of teachers’ practice

Abstract Background This study focused upon a curriculum for at-risk students in vocational education aimed at enhancing students’ motivation and engagement for learning. The study explored teachers’ view on effective curricular characteristics and teachers’ strategies to create positive learning experiences for students. Methods Qualitative research has been conducted regarding four curricula for at-risk students; data were collected and examined by means of 16 focus group interviews with teachers and analysis of relevant documents. Results Teachers pointed out the central position of the student, resulting in individual trajectories. Teachers used peer group dynamics, job orientation and sports as tool for student development. Teachers regarded themselves as coaches, as experts in sport activities and as group managers. For positive learning experiences two key curricular characteristics have been identified: (1) equality in the relationship between student and teacher, (2) a positive fit between the curriculum and the students