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It takes two: a brief report examining mutual support between parents and teens learning to drive.

Authors
  • Mirman, Jessica H1
  • Curry, Allison E2
  • Wang, Wenli3
  • Fisher Thiel, Megan C4
  • Durbin, Dennis R5
  • 1 Center for Injury Research and Prevention, The Children's Hospital of Philadelphia, 3535 Market Street, Suite 1150, Philadelphia, PA 19104, USA. Electronic address: [email protected]
  • 2 Center for Injury Research and Prevention, The Children's Hospital of Philadelphia, 3535 Market Street, Suite 1150, Philadelphia, PA 19104, USA; Center for Clinical Epidemiology and Biostatistics, Perelman School of Medicine at the University of Pennsylvania, 423 Guardian Drive, Philadelphia, PA 19104, USA. Electronic address: [email protected]
  • 3 Center for Injury Research and Prevention, The Children's Hospital of Philadelphia, 3535 Market Street, Suite 1150, Philadelphia, PA 19104, USA. Electronic address: [email protected]
  • 4 Center for Injury Research and Prevention, The Children's Hospital of Philadelphia, 3535 Market Street, Suite 1150, Philadelphia, PA 19104, USA. Electronic address: [email protected]
  • 5 Center for Injury Research and Prevention, The Children's Hospital of Philadelphia, 3535 Market Street, Suite 1150, Philadelphia, PA 19104, USA; Center for Clinical Epidemiology and Biostatistics, Perelman School of Medicine at the University of Pennsylvania, 423 Guardian Drive, Philadelphia, PA 19104, USA; Department of Pediatrics, Perelman School of Medicine at the University of Pennsylvania, 295 John Morgan Building, Philadelphia, PA 19104, USA. Electronic address: [email protected]
Type
Published Article
Journal
Accident; analysis and prevention
Publication Date
Aug 01, 2014
Volume
69
Pages
23–29
Identifiers
DOI: 10.1016/j.aap.2013.10.006
PMID: 24210133
Source
Medline
Keywords
License
Unknown

Abstract

Parental supervision of teen drivers has been identified as a way to mitigate teen crash risk. However, we know little about what motivates parents to be engaged supervisors throughout all phases of the learning-to-drive process. As a result, we are just beginning to understand what factors might motivate parents to actively supervise pre-license practice. In the current study, we examine how the provision of social support between parent and teen dyads might relate to parents' intention to remain engaged supervisors for the entire learner phase. Participants were a national sample of 309 teens with learner permits (age range 15-17 years, M (SD) 16.1 (0.8)) and a parent practice supervisor in the United States. Results indicated that parents in mutually supportive dyads reported stronger intentions to be engaged in their teens' practice driving over the course of the permit phase as compared to dyads where both members reported receiving low support: (adjusted odds ratio (aOR) [95% confidence interval (CI)]: 2.02 [1.04, 3.94]; p=0.038). No benefit was observed for only having one member of the dyad provide support, irrespective of it being the parent or the teen. Future research on this topic should consider reciprocal parent-teen interactions as potential determinates of parent driving supervision behaviors.

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