Promoting Teenage Online Safety With an i-Safety Intervention: Enhancing Self-efficacy and Protective Behaviors
Promoting Teenage Online Safety With an i-Safety Intervention: Enhancing Self-efficacy and Protective Behaviors
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通过 i-Safety 干预措施促进青少年在线安全：增强自我效能和保护行为
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
Melissa L. Lewis
中科院分区：
文献类型：
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作者：
C. Wirth;Nora J. Rifon;R. LaRose;Melissa L. Lewis
频繁使用互联网使青少年容易受到网络欺诈和隐蔽威胁，如网络钓鱼，间谍软件和病毒，威胁他们的计算机和个人信息的完整性。大多数高中课程都没有为学生提供解决通过定期接触互联网不可避免地遇到的i-safety威胁和危险所需的知识和技能。自我效能被认为是保护行为的最强前因之一，特别是在执行行为需要一定水平的技能或理解的情况下。使用保护动机范式，一个i-Safety自我效能干预，专门设计和开发，以提高自我效能和促进保护行为进行了测试。应对评估，父母的监控，以前的安全行为和问题的参与成为重要的预测意图从事保护行为。i-Safety干预显著提高了自我效能，并为未来互动干预的发展奠定了基础。
Frequent Internet use makes teens susceptible to online frauds and covert threats such as phish, spyware, and viruses, threatening the integrity of their computers and personal information. Most high school curricula fall short of providing students with the knowledge and skills needed to tackle the i-safety threats and dangers which one inevitably encounters through regular Internet exposure. Self-efficacy is considered one of the strongest antecedents to protective behavior, especially in situations where performing the behavior requires a certain level of skill or understanding. Using a Protection Motivation Paradigm, an i-Safety self-efficacy intervention, specifically designed and developed to increase self-efficacy and to promote protective behaviors was tested in the present study. Coping appraisals, parental monitoring, previous safe behaviors and issue involvement emerged as significant predictors of intentions to engage in protective behaviors. The i-Safety intervention significantly increased self-efficacy, and offers a foundation for the development of future interactive interventions.