Frontiers in Education (Feb 2024)
Effectiveness of educational interventions in minimizing reactance in traffic accident prevention
Abstract
IntroductionClassical mechanics concepts are vital for understanding traffic safety, encompassing speed, acceleration, stopping distance, impact speed, deformation, kinetic energy, and their effects on vehicle occupants. Statistical physics principles are also employed to study multiple vehicles as a many-particle system. This study examines the effectiveness of using a damaged car and structured instruction in road safety initiatives.MethodsParticipants engaged with a damaged car and discussed deformation caused by excessive speed. They participated in role simulations, envisioning and solving risky traffic scenarios, while considering the potential boomerang effect resulting from excessive fear appeals within the campaign.ResultsCombining emotional appeals with solution-focused, action-oriented, and self-esteem-enhancing interventions is essential to mitigate the boomerang effect and encourage safety-compliant behavior. Educational institutions must implement tailored follow-ups to emotionally charged prevention campaigns. Using Design-Based Research, we developed effective methods for knowledge acquisition and transfer, drawing from cognitive behavioral therapy and established traffic safety programs.DiscussionThis publication explores non-standardized social training within focus groups, focusing on negative emotional states following an emotionalizing campaign similar to “Crash Kurs NRW,” targeting upper-level courses in North Rhine-Westphalian schools. Methods from cognitive behavioral therapy and social learning initiated, observed, and documented changes in participants’ norms, values, and attitudes, discussed herein. Additionally, we investigated whether the presence of police officers in prevention campaigns influences reactive behavior. Comparing pre- and post-surveys confirmed reactance after emotionalizing campaigns, and our structured post-survey effectively influenced stage-event-induced behavior. Surprisingly, police officers’ presence did not significantly impact reactive behavior. Furthermore, our follow-up tool extends its applicability to similar emotionalizing prevention campaigns, broadening its potential reach. Our future research will delve into students’ physics literacy during traffic space analysis of accident hotspots, advancing traffic safety initiatives.
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