Evaluating user susceptibility to phishing attacks

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sanchari Das ◽  
Christena Nippert-Eng ◽  
L. Jean Camp
Keyword(s):  
High School ◽  
High School Students ◽  
Literature Review ◽  
User Study ◽  
School Students ◽  
Sensitive Data ◽  
Content Type ◽  
Staff Members ◽  
Phishing Attacks ◽  
Overconfidence Bias

Purpose Phishing is a well-known cybersecurity attack that has rapidly increased in recent years. It poses risks to businesses, government agencies and all users due to sensitive data breaches and subsequent financial losses. To study the user side, this paper aims to conduct a literature review and user study. Design/methodology/approach To investigate phishing attacks, the authors provide a detailed overview of previous research on phishing techniques by conducting a systematic literature review of n = 367 peer-reviewed academic papers published in ACM Digital Library. Also, the authors report on an evaluation of a high school community. The authors engaged 57 high school students and faculty members (12 high school students, 45 staff members) as participants in research using signal detection theory (SDT). Findings Through the literature review which goes back to as early as 2004, the authors found that only 13.9% of papers focused on user studies. In the user study, through scenario-based analysis, participants were tasked with distinguishing phishing e-mails from authentic e-mails. The results revealed an overconfidence bias in self-detection from the participants, regardless of their technical background. Originality/value The authors conducted a literature review with a focus on user study which is a first in this field as far the authors know. Additionally, the authors conducted a detailed user study with high school students and faculty using SDT which is also an understudied area and population.

Giving voice to the voiceless: connecting graduate students with high school students by incubating DRR plans through participatory mapping

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Miguel Angel Trejo-Rangel ◽  
Adriano Mota Ferreira ◽  
Victor Marchezini ◽  
Daniel Andres Rodriguez ◽  
Melissa da Silva Oliveira ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Graduate Students ◽  
Design Methodology ◽  
Civil Defense ◽  
Participatory Mapping ◽  
School Students ◽  
Content Type ◽  
Governmental Organization ◽  
The City

PurposeThe purpose of this study is to encourage graduate students to facilitate a participatory mapping activity with high school students, to have their voices heard in the disaster risk reduction (DRR) agenda.Design/methodology/approachA participatory mapping, youth-led session, was conducted with 22 high school students, where they had to identify flood and landslide-prone areas. Then, they were asked to propose and plan DRR measures in collaboration with local partners in São Luiz do Paraitinga, Brazil.FindingsThe participatory method engaged the graduate students and the high school students in the DRR debate, allowing them to map hazards and vulnerabilities, and to discuss five incubation projects for enhancing DRR in the city.Originality/valueThis research highlights the importance of involving young people in DRR formulation and planning to build local capacities in younger generations. The outputs were shared with the local civil defense and a local non-governmental organization (NGO), who suggested recommendations to improve the five incubation projects.

Impact of an intuitive eating education program on high school students’ eating attitudes

2015 ◽  
Vol 115 (2) ◽  
pp. 214-228 ◽  
Author(s):  
Nicole Healy ◽  
Elana Joram ◽  
Oksana Matvienko ◽  
Suzanne Woolf ◽  
Kimberly Knesting
Keyword(s):  
High School ◽  
High School Students ◽  
Healthy Eating ◽  
Education Program ◽  
Eating Attitudes ◽  
Small Sample ◽  
Intuitive Eating ◽  
School Students ◽  
Content Type ◽  
K 12

Purpose – There is a growing need for school-based nutritional educational programs that promote healthy eating attitudes without increasing an unhealthy focus on restrictive eating or promoting a poor body image. Research suggests that intuitive eating (IE) approaches, which encourage individuals to focus on internal body signals as a guide for eating, have had a positive impact on eating-related psychological outcomes in adults. The purpose of this paper is to investigate the effects an IE education program on the eating attitudes of high school students. Design/methodology/approach – In a quasi-experimental study, 48 high school students (30 females) in a Midwest town in the USA received instruction on IE or a comparison program over seven days during health classes. Repeated measures analyses of covariance were conducted to examine changes in eating attitudes in sexes across conditions. Findings – Students who received the IE program made significantly greater gains in overall positive eating attitudes on the Intuitive Eating Scale than students in the comparison program (p=0.045), as well as on the Unconditional Permission to Eat subscale (p=0.02). There were no significant effects of sex on any of the analyses. Research limitations/implications – Because of the relatively small sample size and short duration of the program, the results should be generalized with caution. Practical implications – The results suggest that IE instruction may encourage the development of healthy eating attitudes in high school students, and health teachers may wish to consider including IE instruction in the health curriculum. Originality/value – This is the first study to examine the effectiveness of an IE program in a K-12 population, with instruction provided in the context of the school. The results are promising and suggest that this may be a fruitful area for future research in nutrition education.

Interpreting old texts with new tools: Digital multimodal composition for a high school reading assignment

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jennifer M. Higgs ◽  
Grace MyHyun Kim
Keyword(s):  
High School ◽  
High School Students ◽  
New Technologies ◽  
Literary Analysis ◽  
Multimodal Composition ◽  
Student Survey ◽  
Academic Literacies ◽  
School Students ◽  
Content Type ◽  
Entry Points

Purpose Research on nonschool settings suggests young people benefit from digital multimodal composition. Less is known about how digital composing can support students as they interpret required literary class texts. To understand the potential benefits and challenges of digitally composing for literary analysis, design interviews with two high school students were conducted to examine their processes as they designed digital multimodal compositions to interpret Anglo-Saxon poems. Grounded in the social semiotic theory of multimodality, this study aims to examine how students engaged in literary analysis and interpretive digital composition within secondary ELA. Design/methodology/approach Qualitative classroom data were collected through digital means over a six-week period: a whole-class student survey, focal student semistructured design interviews, emails, field notes, analytic memos and student-created digital artifacts. Findings Students’ print-based literary engagements and digital multimodal composition processes were mutually shaped. Additionally, digital multimodal composition offered entry points into challenging print-based literary texts, resulting in understandings enacted across multiple forms of mediation. Research limitations/implications The study focused on one cycle of multimodal composition. Additional studies of students’ digital multimodal composition processes in ELA classrooms over time could be beneficial to the field. Practical implications The study identifies an approach to digital multimodal composition that may help teachers address and integrate core disciplinary objectives. Originality/value This study contributes to scholarship concerned with how “new” technologies and “old” literacies co-exist in contexts requiring students to engage in expanded communication modes alongside specific academic literacies.

Financial literacy programs and youth entrepreneurial attitudes: some insights from the Jordanian community

2020 ◽  
Vol 14 (5) ◽  
pp. 787-810
Author(s):  
Nour Walid Aljaouni ◽  
Baker Alserhan ◽  
Kimberly Gleason ◽  
Jusuf Zeqiri
Keyword(s):  
High School ◽  
High School Students ◽  
Financial Literacy ◽  
Literacy Program ◽  
School Students ◽  
Content Type ◽  
Entrepreneurial Attitudes ◽  
Students Attitudes ◽  
K 12 ◽  
The Impact

Purpose The purpose of this paper is to explore the impact of a financial literacy program (FLP) recently implemented in Jordanian junior high and high schools as part of a national financial literacy agenda on students’ attitudes toward entrepreneurship relative to a control sample of students who had not yet participated in the FLP. This paper also examines the role of moderating variables, including students’ perception of teachers’ attitudes (TA) on students’ entrepreneurial attitudes. Design/methodology/approach Survey methodology was used to obtain data and hierarchical regression analysis was used to test hypotheses. Findings Results indicate that students who completed the FLP exhibited significantly higher entrepreneurial awareness than those that had not yet participated in the program. Students who took the entrepreneurship module of the FLP exhibited significantly lower entrepreneurial intention than those that had not yet taken the entrepreneurship module. However, TA did not impact students’ attitudes. Research limitations/implications The study examines a sample of middle and high school students in only one district in Amman, Jordan, and cannot be generalized to other communities where the FLP has been implemented. Practical implications The findings provide valuable insights for educators, policymakers and non-governmental organizations considering large scale, publicly funded FLPs as part of the K-12 educational system. Social implications Stakeholders should consider reforms to the implementation of entrepreneurship education as part of the FLP in Jordanian schools and other developing country K-12 programs. Originality/value This study is the first to examine the new Jordanian literacy program and the impact it has on attitudes toward entrepreneurship of middle and high school students.

scholarly journals Effectiveness of a smoking cessation program on self-esteem, attitude, perception, and practice regarding control over smoking among male high school

2019 ◽  
Vol 33 (5) ◽  
pp. 366-374 ◽  
Author(s):  
Niyom Junnual ◽  
Chulaporn Sota ◽  
Anun Chaikoolvatana
Keyword(s):  
High School ◽  
Smoking Cessation ◽  
High School Students ◽  
Perceived Control ◽  
Intervention Group ◽  
Self Esteem ◽  
Smoking Cessation Program ◽  
School Students ◽  
Content Type ◽  
Male High School

Purpose The smoking rate of male high school students continues to increase. Therefore, the purpose of this paper is to examine the effectiveness of a smoking cessation program on self-esteem, attitude, perception and practice regarding smoking behavioral control among male high school students in Ubon Ratchathani Province, Thailand. Design/methodology/approach The effectiveness of the smoking cessation program was tested by a quasi-experimental pre-posttest and follow-up with a 24-week design. Multistage sampling was used to recruit 70 male high school students, including 35 male students in the intervention group and 35 male students in the control group. The intervention group received a 12-week smoking cessation program based on information-motivation-behavioral skills and stages of change models and follow-up at 12 weeks, whereas the control group did not. A self-administered questionnaire was used to assess the improvement of subjects’ self-esteem, attitude toward smoking, perceived control over smoking, number of cigarettes per day and urine cotinine test. The descriptive statistics, generalized estimating equation and proportion test were used for data analysis. Findings After the program, there were statistically significant differences in mean scores between the group and control groups; the difference of self-esteem was 4.15 (95% CI: 1.95, 6.36), attitude toward smoking was 3.30 (95% CI: 1.89, 5.52) and perceived control over smoking was 6.99 (95% CI: 4.04, 9.94). Thus, all differences in the intervention group were significantly higher than in the control group. The proportion of non-smokers, measured by the urine cotinine test at follow-up, was 25 percent (95% CI: 0.03, 0.48) significantly higher (p-value = 0.015), in the intervention group. Therefore, the smoking cessation program in this study was effective at changing the behavior of male high school student smokers. Originality/value This smoking cessation program increased self-esteem, attitude toward smoking, perceived control over smoking and decreased smoking per day among male high school students. Therefore, schools and parents should focus on developing these factors to encourage students to quit smoking.

Learning study, economics and cognitive bias: what is the object of learning?

2015 ◽  
Vol 4 (3) ◽  
pp. 288-301 ◽  
Author(s):  
Keith Wood ◽  
Crystal Lu ◽  
Vincent Andrew
Keyword(s):  
High School ◽  
High School Students ◽  
Cognitive Bias ◽  
Supply And Demand ◽  
Learning Study ◽  
Consumer Decision Making ◽  
School Students ◽  
Content Type ◽  
Economic Concept ◽  
Critical Aspects

Purpose – The purpose of this paper is to report how teachers have engaged in a Learning Study to develop, from the experience of their students, an object of learning which has important implications for pedagogy. Design/methodology/approach – This paper uses a Learning Study of the economic concept of price over three cycles with varying groups of high school students which explored the effect of context and cognitive bias on the learners’ understanding of the object. Findings – The object of learning has the following critical aspects: the attributes of the commodity, the exchange mechanism (e.g. the market structure) and consumer rationality. This finding enriches the critical aspects – supply and demand – of the object of learning price found in the current Learning Study literature and current high school textbooks. Originality/value – Making explicit the variation between mainstream and behavioural models of economic phenomena helps learners to see what is critical – to see the potential and the limitations of those models for understanding the world and acting within it. Without sight of an alternative model it is impossible for the learner to distinguish between the mainstream model of supply and demand and what it purports to describe. Without behavioural dimensions, economics may not appear relevant to consumer decision-making.

scholarly journals Impressions about people with intellectual disability of polish high school students who participated in a workshop led by self-advocates

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Iwona Nowakowska ◽  
Ewa Pisula
Keyword(s):  
High School ◽  
High School Students ◽  
Intellectual Disability ◽  
Professional Staff ◽  
Self Report ◽  
Personal Contact ◽  
Control Group ◽  
Mild Intellectual Disability ◽  
School Students ◽  
Content Type

Purpose The aim of the paper is to assess whether participation in a two-session workshop led by self-advocates with mild intellectual disability (ID), supported by professional staff, affects high school students’ impression of people with ID, measured by a self-report questionnaire based on a semantic differential. Design/methodology/approach The study was paper-pencil questionnaire-based and anonymous, conducted in Warsaw, Poland. Three measurements were performed using two semantic differentials – two weeks before the workshop, one day and three months afterward. In total, 50 high school students in the workshop group and 43 students in the control group took part in the study. Findings After the workshop, people with ID were perceived as more calm, compliant and adult and this change was not observed in the control group. Research limitations/implications The picture of people with ID after the workshop may probably have been even more complex than before. However, the study focuses on a specific intervention and does not include data about other, similar meetings led in another school and by other self-advocates. Practical implications It is worthy to design anti-discriminatory workshops led by the self-advocates to impact the perceptions of people with ID. The particular intervention would benefit from alterations. Social implications Workshops performed by self-advocates with ID may be promising in terms of limiting stereotype formation in target groups of workshops. Originality/value This research fills the gap in the longitudinal studies on the changes in the impressions about people with ID following an intervention based on personal contact.

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