The Effect of College Students' Internet Self-Efficacy on Their Anti-Phishing Behavior and Performance
Sun, Jerry Chih-Yuan
|關鍵字:||網路自我效能;網路釣魚;反釣魚自我效能;反釣魚行為;反釣魚表現;Internet self-efficacy;Phishing;Anti-phishing self-efficacy;Anti-phishing behavior;Anti-phishing performance|
Rapid technological developments along with the popularity of the Internet in recent years has led to an increase in Internet usage, and in turn the Internet users have to face the threat of the Internet fraud or phishing. Therefore, research related to anti-phishing becomes more important. Most of the recent anti-phishing research focused on system development or statistical reports. However, because prior studies indicated that the most important factor resulting in phishing scam is human’s psychological characteristics, which could be improved by training or education, this study sought to look into the human motivational factor of self-efficacy as well as the conditions related to phishing, such as “Internet”’ and “anti-phishing”. To understand the reasons why Internet users get phishing attacks as well as their behavior and performance, users with different levels of self-efficacy were included. The goal of this study was to provide suggestions and implications for anti-phishing education and ultimately decrease the number of victims of phishing attacks. Participants were 434 Taiwanese university students who had experiences of using the Internet. The Internet self-efficacy scale, anti-phishing self-efficacy scale, anti-phishing behavior scale, and anti-phishing performance were used in this study. Gender and college differences in participants’ anti-phishing behaviors and performance were compared. The study used convenient sampling to conduct the survey, resulting in 411 valid responses. Results showed that most university students identified phishing attacks based on the correctness of the URLs, indicating a need of the training for this type of phishing. In addition, there were statistically significant differences in anti-phishing behavior between female and male university students. No statistically significant differences were found in anti-phishing performance between females and males and among students from different colleges. The analysis of SEM showed that anti-phishing performance was not affected by the Internet self-efficacy, anti-phishing self-efficacy and anti-phishing behavior; anti-phishing behaviors were positively affected by the Internet self-efficacy and anti-phishing self-efficacy; and Internet self-efficacy positively influences anti-phishing self-efficacy. Results of model modification showed that anti-phishing self-efficacy is a mediator between Internet self-efficacy and anti-phishing behavior. The research suggests that educators could use strategies to improve Internet self-efficacy and anti-phishing self-efficacy in order to enhance learners’ self-efficacy and experience in anti-phishing. The Internet self-efficacy scale and anti-phishing self-efficacy scale may be used as a reference for adaptive teaching materials. In the condition of limited resources, educators may choose to use the result of anti-phishing self-efficacy scale, or provide anti-phishing training to those with higher levels of reactive/generative self-efficacy of the Internet self-efficacy.
|Appears in Collections:||Thesis|