The Effects of Need Factors and Environment on the Formation of Security Consciousness
Keywords:Internet Risk, Risk Management, Internet Literacy, Educational Tool,
AbstractEducational institutions are taking initiatives in finding a balance between the benefits and dangers of Internet use. However, current curricula for Internet literacy are generalised to feed information and do not serve the individuals. This research aims to develop an educational tool to help each unique individual and will define the link between personal traits (especially the level of needs) and security consciousness. An online survey was conducted with 2,223 Japanese participants of both genders between the ages of 20 to 79 about their personal need, security consciousness, and the environment. We analysed the data for need factors, safety consciousness, and environment from an exploratory factor analysis. Covariance structure analysis based on the analysed factors clarified the effects of need factors and safety environment on General Security Consciousness and Higher Security Consciousness. The study found that some need factors facilitate General Security Consciousness, while others hinder it. The data shows that Security Environment had more effect on Higher Security Consciousness than personal attributes.
(1) Ministry of Internal Affairs and Communications Institute for Information and Communications Policy. The announcement of Issuance of FY2013 Internet Literacy Indicator for Students Etc. Http://www.soumu.go.jp/main_content/000175589.pdf (accessed 2016-1-29).
(2) OECD: THE PROTECTION OF CHILDREN ONLINE: Risks faced by children online and policies to protect them. http://www.oecd.org/sti/ieconomy/childrenonline_with_cover.pdf (accessed 2016-1-29)
(3) Toyoda, Y. et al. (2014). Research for Education Programs Reducing Online Risks: Research on Textbooks of Technical Arts and Home Economics and Information Studies, and Syllabi of Information Literacy Programs in Secondary Education. SANNO College Jiyugaoka Bulletin Vol47, 1-12, 2014-06
(4) Tashiro, M. (2011). Proposal of classification method of Internet-related troubles. The Infosocionomics Society, Vol.6, No.1, 101–114, 2011-6-18.
(5) Ueda, Y. (2006). A possibility of education of "Joho Moraru" (information ethics in school education) as ethical education (2). Shitennoji International Buddhist University Bulletin, Vol.43, 111-127, 2006-12
(6) Fujiwara, M. (2009). The relation between the Internet behavior and general social trust/uncertainty avoidance. The Japan Association for Social Informatica, Vol.20, No.2, 43-55, 2009-03-31
(7) Ishida, T. (2011).A pilot survey of "internet-media addiction" by Japanese school pupils. Bulletin of Center for Clinical Psychology and Human Development, Kyushu University, Vol.4, 1-9, 2013-03-29.
(8) Caplan, S.E. (2005). A Social Skill Account of Problematic Internet Use. Journal or Communication December 2015.721-736.2005-12
(9) Ohki, M. (2011). The Influence of interpersonal communications over the Internet on Loneliness and QOL. The Society for Socio-Informatics, Vol.26, 383-386, 2011
(10) Takeuchi, M., Suzuki, M. (2000). The basic study of the Self-Risk Management Test (SRMT) as a new tool for the educational programs informing lifetime risks of swindling victimization, Sanno College Junior Bulletin, Vol.33, 11–24.