Browsing by Author "Chou, Hui-Lien"

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A quantitative analysis of factors related to Taiwan teenagers' smartphone addiction tendency using a random sample of parent-child dyads
(2019-10-01)
Chou, Hui-Lien
;
Chou, Chien
;
教育研究所
;
Institute of Education
The portability, sophistication and connectivity prompt users to revolve around multiple applications on the phones at all times. Teenagers are of particular concern because they are usually overoptimistic about their online activity management but underestimate the negative impacts. This study aims to address individual and parental factors related to teenagers' (mainly aged 13 to 18) smartphone addiction tendency (SAT) with a representative sample of parent-child dyads around Taiwan. We try to draw a holistic view of how Taiwan youngsters use their smartphones and how their parents mediate that use by surveying all possible factors related to that use. According to the analytical results, we ascertained that smartphone ownership and dissimilar purposes for surfing the Internet are associated with students' SAT. Online games and trade are related to younger students' SAT, while SNSs is associated with older students' SAT. Additionally, teenagers' cybersecurity knowledge regarding smartphones is negatively related to their SAT. Lastly, we found parent-reported mediation strategies are barely effective, and parents are even unaware of older students' smartphone use. The implications for suitable interventions in family and school contexts are discussed followed by the analyses.
An analysis of multiple factors relating to teachers\' problematic information security behavior
(2016-12)
Chou, Hui-Lien
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Chou, Chien
;
教育研究所
;
Institute of Education
Given the high Internet penetration rate and the huge repository of data stored online, there is a growing trend urging people to utilize data. However, the potential for the malicious use of data disclosed online necessitates attention. Risky information security behavior often leads to damage. Previous research has focused on information security behavior in the workplace; however, there has been little research on teachers\' perceptions of their own information security behavior, in particular for teachers in primary and secondary education. For students at this age, their teachers can serve as models. Through understanding teachers\' information security behavioral intentions and related protection motivation, we can design training programs for teachers and hence increase teachers\' as well as students\' normative judgment with regard to information security behavior. The purpose of this research is to explore those factors that relate to teachers\' information security behavior as grounded in Protection Motivation Theory. Additionally, the construct of social norms was incorporated based on several studies. Overall, we wish to examine how perceived severity, vulnerability, response-efficacy, self-efficacy, response costs and social norms related to teachers\' problematic information security behavior. Structural equation modeling was implemented to analyze the relationships. The results and implications are presented. (C) 2016 Elsevier Ltd. All rights reserved.
Beyond identifying privacy issues in e-learning settings - Implications for instructional designers
(2016-12)
Chou, Hui-Lien
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Chen, Chao-Hsiu
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教育研究所
;
Institute of Education
Players in the digital economy increasingly rely on the large-scale collection or exchange of personal data. Because online data can be persistent and immense, e-learning researchers and educators should advise people to make constructive use of online data and to disclose the data with caution. However, few studies have indicated that data protection issues are particular concerns in e-learning practices. Drawing on a systematic literature review, this paper examines personal data protection issues related to instructional design and e learning. We aim to understand the online data protection-related issues that instructors or instructional designers encounter rather than reiterating that users must be aware of the informative and persistent characteristics of online data. The themes that emerged from the literature review can be classified into two typologies. One typology refers to the identification of privacy issues as a particular concern in the instructional design of e learning, and the second typology is the implementation of data protection as a subject matter in the pedagogical design for e-learning. The results of the review and their implications for further research are then discussed. (C) 2016 Elsevier Ltd. All rights reserved.
Privacy behavior profiles of underage Facebook users
(2019-01-01)
Chou, Hui-Lien
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Liu, Yih-Lan
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Chou, Chien
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教育研究所
;
Institute of Education
Social network sites (SNSs) provide users many mechanisms to share personal information and to restrict access to disclosure. In this regard, users' privacy-protective and -precarious practices often occur simultaneously. However, past research on SNS privacy issues has often focused on one side of these privacy practices. Additionally, underage students (aged 9-17) constitute a population of SNS users that is less investigated. Many ineligible students (aged less than 13) are in the habit of using Facebook. Their reckless online behaviors sometimes land them in trouble. To investigate underage students' privacy-protective and -precarious practices simultaneously, cross-sectional surveys were given to students in the primary, middle and high schools around Taiwan. We employed cluster analysis and discovered four clusters as a result. The relationships between memberships and demographical variables as well as other variables such as parental mediation or Internet use were explored as a validation of the clustering results. It was found that membership was related to age, gender, network size and parental mediation. Different interventions are suggested based on these profiles.
The moderating effects of parenting styles on the relation between the internet attitudes and internet behaviors of high-school students in Taiwan
(2016-03)
Chou, Hui-Lien
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Chou, Chien
;
Chen, Chao-Hsiu
;
教育研究所
;
Institute of Education
The purpose of this study is to investigate how parenting styles moderate the relation between the Internet attitudes and behaviors of high-school-aged students in Taiwan. We review the literature on studies of parenting styles and Internet attitudes, and their relations between Internet behaviors. We employed Latent Class Analysis to cluster the child-reported parenting styles. In this regard, we found that there exist three types of parenting styles in Taiwan. We in turn implemented the 2nd-order confirmatory factor analysis to validate the 6-T internet attitude model. The so-called 6-T internet attitude model is to explain the Internet attitude by the multi-dimensions such as Tool, Telephone, Toy, Territory, Treasure and Trade. It provides the basis on which we conducted the structural regression modeling. Three kinds of Internet behavior "online social compensation seeking", "online game addiction" and "information security behavior" are analyzed in our research. We used the structural regression modeling to incorporate the 2nd-order confirmatory factor analysis and path analysis so that we can tell the moderating effects of parenting styles on the relation between Internet attitudes and Internet behavior by multi group analysis. The result revealed that parenting styles have moderation effect on the relation between Internet attitude and "information security behavior". Implications of the findings were discussed followed by the statistical analysis. (C) 2015 Elsevier Ltd. All rights reserved.
The moderating roles of gender and social norms on the relationship between protection motivation and risky online behavior among in-service teachers
(2017-09-01)
Chou, Hui-Lien
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Sun, Jerry Chih-Yuan
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教育研究所
;
Institute of Education
Online safety problems, such as computer virus infections, malicious software, phishing and personal data theft or leakage, have worsened in recent years and are often exacerbated by Internet users' thoughtless online behavior. In-service teachers, particularly those in compulsory education, constitute a population of Internet users that is seldom investigated. Nevertheless, teachers play a vital role in shaping adolescents' online safety behavior and can impart the concepts of online safety to students through their interactions in daily life. Consequently, the motivations for teachers' risky online behavior warrant further investigation. The findings of prior studies involving online safety behavior based on protection motivation theory (PMT) have been mixed, which suggests the existence of moderating factors. The present study recruited 505 in-service teachers and examined the moderating roles of gender and social norms based on PMT using a multi group analysis. We also conducted qualitative interviews to corroborate the results of the statistical analysis. The results indicate that to prevent teachers from engaging in risky online behavior, it is necessary but not sufficient to enhance teachers' skills in coping with online safety problems or to create a climate that encourages them to adopt protective measures. The role of coping self-efficacy varied with perceived social norms, and the function of perceived response efficacy was contingent on gender. The implications for the theoretical understanding of and practical suggestions for online safety education are discussed. (C) 2017 Elsevier Ltd. All rights reserved.