Journal of Social Sciences

Aggressive Driving Behavior: Undergraduate Students Study

Rungson Chomeya

DOI : 10.3844/jssp.2010.411.415

Journal of Social Sciences

Volume 6, Issue 3

Pages 411-415

Abstract

Problem statement: The main purposes of this research were (1) to study the aggressive driving behavior of graduate students, (2) to develop aggressive driving behavior standard test, (3) to compare the aggressive driving behavior between gender, years of study, academic achievement, driving confidence and driving experience and (4) to study the relationship among aggressive driving behavior, driving confidence, driving experience and accident experience. Approach: The subjects consisted of 471 undergraduate students who were selected by stratified random sampling method. The instrument was the aggressive driving behavior test, which discrimination of test was 2.00-6.56 and reliability was 0.85. Results: The research results revealed that (1) the mean score of the students on the aggressive driving behavior was at low level, (2) the test has the discrimination scores ranging from 8.34-20.82 and the reliability at 0.92 (3) there were no significant differences on aggressive driving behavior between years of study, academic achievement, driving confidence and driving experience; but the aggressive driving behavior showed significantly different between genders at 0.001 level and (4) the aggressive driving behavior had significant correlation coefficient at 0.05 level with driving confidence and driving experience and at 0.001 level with accident experience. All variables had low correlation coefficient. Conclusion/Recommendations: The study can be explained the causes of aggressive driving behavior occur on persons that how it has been developed in order to help understanding more.

Copyright

© 2010 Rungson Chomeya. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.