大專院校學生的網路自我效能對反釣魚的行為與表現之影響

Abstract

網路科技普及，人們使用網路時間逐漸延長，也正面臨網路詐騙－網路釣魚的威脅，反釣魚方法更顯重要。目前反釣魚相關研究多注重系統開發或統計報告，但相關學者指出，網路釣魚最重要的因素是「人」本身，可透過教育進行改善。因此，本研究以人類內在動機的自我效能領域為出發點，以網路釣魚活動相關條件「網路」與「反釣魚」為主題，了解不同自我效能者，所遭受網路釣魚迫害的原因、行為與表現，提供未來反釣魚的相關教材設計之參考，並以減少網路釣魚受害者為最終目的。 本研究以台灣地區有網路使用經驗之大專院校學生為研究對象，透過網路自我效能量表、反釣魚自我效能量表、反釣魚行為量表以及反釣魚表現測驗進行施測，同時比較不同性別與不同學院之大專院校學生在反釣魚行為與反釣魚表現上的差異。本研究採便利取樣與問卷調查法，回收434份問卷，411份為有效問卷，研究結果發現：大專院校學生大多依據網址的正確與否辨別網路釣魚，對於網頁型式的網路釣魚之反釣魚訓練需加強。此外，不同性別的大專院校學生在反釣魚行為上有顯著差異，不同性別與不同學院之大專院校學生在反釣魚表現上無顯著差異。經結構方程模型分析，反釣魚表現不會受到網路自我效能、反釣魚自我效能與反釣魚行為影響；反釣魚行為會受到網路自我效能與反釣魚自我效能正向影響；網路自我效能會正向影響反釣魚自我效能。經修正模型後得知，反釣魚自我效能為網路自我效能與反釣魚行為的中介變項。 本研究建議，未來在教學現場，可嘗試運用提升網路自我效能與反釣魚自我效能的方式，協助學習者建立反釣魚的自信與經驗，或透過網路自我效能量表與反釣魚自我效能量表的測量結果，作為適性教材設計參考。若在有限資源情況下，則可優先採用反釣魚自我效能量表的結果，或針對網路自我效能子構面反應/生產力自我效能分數較高者加強反釣魚訓練。

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.