以駕駛行為階層理論探討大客車駕駛行為之研究

Applying the Theory of Hierarchical Driving Behavior to Explore the Driving Behavior of Motor Coach Drivers

本研究利用 Keskinen (1996)延伸 Michon(1989)之駕駛人行為架構而提出之駕駛行為階層理論，萃取穩定性高且能代表駕駛行為階層理論的成型量表而建立一套能涵蓋駕駛行為階層理論中各階層重要概念的量表，並以我國三家客運公司之 313 位營業大客車駕駛人進行研究，實際驗證了駕駛行為階層理論中各階層間之關係。進一步之迴歸分析更指出，顯著影響大客車駕駛人不良駕駛行為（戰術階層）之層級建構變數，依其影響程度由大至小，分別為駕駛技術（執行階層）、決策行為（策略階層）及價值觀（社會階層）。本研究成果能夠明確指出我國駕駛教育訓練較為不足之處，建議在規劃駕駛教育訓練課程上可使用歐盟之駕駛人教育目標架構，並參酌本研究透過駕駛行為階層理論所提供之有用資訊。

Based on the conceptual framework established by Michon (1989), Keskinen (1996) proposed a four-level hierarchical model to describe driving behavior and argued that vehicle maneuvering is only one of the missions for driving behavior. The goals and contents of a driver play an essential role to affect driving performance. The hierarchical model connects driving performance to the goals and contents of a trip and even to driver’s life and personal characteristics. This study was conducted　 to develop a measuring scale that includes the constructs for the four hierarchies of driving behavior and can be used to verify the relationships among different hierarchies to support the theory of hierarchical driving behavior. Due to the higher traffic accident risk for bus operation in Taiwan, 313 motor coach drivers randomly selected from three different bus companies were used for the empirical study of this research in order to verify the affecting factors behind their driving behaviors. The study results verified the relationships among the four hierarchies of driving behavior. The multiple regression analysis also showed that bus drivers’ inappropriate driving behavior was significantly negatively affected by driving skills, decision making and personal value, in the decreasing order of its degree of influence. The study results not only bring the insights that driving behavior is truly affected by many factors with hierarchical concept, but also provide the guidance to design the curriculum of driver education. Furthermore, the framework of the goal of driver education established by European Union and the hierarchical theory of driving behavior are suggested to be referenced when the curriculum of driving education is designed.