The moderating roles of gender and social norms on the relationship between protection motivation and risky online behavior among in-service teachers

Lazar

et al. 2020

IJERPH

174

131

In-service teachers have various emotional and motivational experiences that can influence their continuance intention towards online-only instruction during the COVID-19 pandemic, as a significant stress factor for their workplace. Derived from the Self-Determination Theory (SDT), Job Demands–Resources Model (JD–R), and Technology Acceptance Model (TAM), the present research model includes technological pedagogical knowledge (TPK) self-efficacy (SE), intrinsic (IM) and extrinsic (EM) work motivation, and occupational stress (OS) (i.e., burnout and technostress which have been examined in tandem) as key dimensions to explain the better continuance intention among in-service teachers to use online-only instruction (CI). Data for the research model were collected from 980 in-service teachers during the COVID-19 outbreak between April and May 2020. Overall, the structural model explained 70% of the variance in teachers’ CI. Motivational practices were directly and indirectly linked through OS with CI. The findings showed that IM has the most directly significant effect on teachers’ CI, followed by TPK-SE, and OS as significant, but lower predictors. IM was positively associated with TPK-SE and negatively associated with EM. The results offered valuable insights into how motivation constructs were related to OS and to a better understanding online instruction in an unstable work context, in order to support teachers in coping during working remotely.

Section: Theoretical Framework and Hypothesismentioning

confidence: 99%

Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect of Burnout and Technostress

Lazar

et al. 2020

IJERPH

174

131

Proceedings of the International Scientific and Practical Conference on Digital Economy (ISCDE 2019)

“…The influence of the level of competence of teachers in the field of information security on the knowledge of students in this area is shown in the work of H. Chou, J. Sun [16]. Our study showed that teachers, together with parents, need to take appropriate measures to eliminate repeated situations of information threats.…”

Section: Discussion Of Resultsmentioning

confidence: 70%

Systematic information security training in elementary school

Bocharov¹,

Mozharov²,

Simonova³

2019

Issue and purpose. The article reveals the urgent problem of the systematic training of information security (IS) in primary school. The purpose of the article is to present an approach to the formation of the content of information security education for primary school children, taking into account possible sources and situations of information threats. Methodology. The methodological base of the study is the activity approach, the theory of situational and contextual learning. The solution of the study issues was provided by a set of methods based on the analysis of domestic and foreign pedagogical theory and practice in the field of ensuring information security of an individual; general scientific methods, including modeling, matching, comparison and generalization; experimental methods using diagnostic tools, expert estimates and statistical processing of the results of a pedagogical experiment. Results. The article explores the issues of teaching information security to primary school students. In the course of the study, an analysis was made of the characteristics of the perception of information critical for the life of a younger student, the social groups of its possible information communication were identified, the sources of information threats typical for young students were identified, a model for the formation of the content of information security training for younger students was developed, which forms the basis for the formation of the methodology basics of information security training at the primary school stage. Conclusions. The results obtained indicate the need to implement the developed model for teaching information security to junior schoolchildren in the educational environment of the school with the involvement of parents, family, the system of vocational education, public organizations and social services.

“…Demographic aspects include characteristics such as gender and social identities inherited from ancestors, such as ethnicity (Dennis & Minas, 2018). Females and males differ significantly in relation to their information security privacy concerns and the sharing of personal information on social networking sites (Chou & Sun, 2017;Hajli & Lin, 2016). Gender may also be related to differences in individuals' perceptions and use of the Internet (Wu, 2014).…”

Section: Australasian Journal Of Information Systemsmentioning

confidence: 99%

“…Understanding which demographic groups are more susceptible to information security threats will help in designing and delivering relevant education programs. For example, information security practices, as well as Internet attitudes and phishing practices, are known to vary by gender (Chou & Sun, 2017;Goel et al, 2017;Wu, 2014). Demographic factors also affect individuals' perception of their privacy risk and the extent of information sharing on social sites (Hajli & Lin, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Role of Contextualization in Individuals’ Vulnerability to Phishing Attempts

Hassandoust

Singh

Williams³

2020

AJIS

Hackers who engage in phishing manipulate their victims into revealing confidential information by exploiting their motives, habits, and cognitive biases. Drawing on heuristic-systematic processing and the anchoring effect, this study examines how the contextualization of phishing messages, in the form of modifications to their framing and content, affects individuals’ susceptibility to phishing. This study also investigates if there is a discrepancy between the way individuals believe they will react to phishing attempts and their actual reactions. Using two fake phishing campaigns and an online survey, we find that individuals are more susceptible to phishing attempts when the phishing messages they receive are specific to their context, thereby appealing to their psychological vulnerabilities. There is also a significant gap between how individuals believe they will react and their actual reactions to phishing attempts.