Understanding school zone driving behavior using structural equation modeling based on the extended theory of planned behavior

Ensuring child safety in school zones is a critical concern for urban transport planning. This study evaluates safety measures in various school zones in Lahore, Pakistan, and examines driver behavior in relation to children’s safety. A questionnaire was designed based on the extended Theory of Planned Behavior (TPB). Using convenience sampling in selected school zones, 480 drivers were interviewed. Data were analyzed using Exploratory Factor Analysis (EFA) to identify the factor structure, followed by Confirmatory Factor Analysis (CFA) and Structural Equation Modeling (SEM) to validate and test the hypothesized model. The results revealed that Attitude (ATT), Subjective Norms (SN), Perceived Behavioral Control (PBC), and Mindfulness (MF) were positively associated with drivers’ intentions to reduce speed in school zones, whereas Awareness Responsibility (AR) showed a significant negative association, indicating that awareness alone, without enforcement or engineering supports, may not translate into safer intentions. Driver characteristics such as age, education, driving experience, and gender were also significant. These insights provide valuable guidance for transport planners and policymakers to improve safety measures for children in school zones. The findings contribute to a broader understanding of driver behavior and its implications for road safety research.