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PSYC FPX 4210 Assessment 5 Groups and Communities

Name

Capella University

PSYC FPX 4210 Cyberpsychology

Prof. Name

Date

Introduction

The rise of technology and the cyber realm has ushered in a myriad of challenges across various sectors such as education, organizations, government, and industries. Human errors in behavior and inadequate training inadvertently foster cybercrime activities. Scholars have put forward strategies to mitigate cybersecurity shortcomings through serious gamification and fostering subjective habit formation. This study aims to investigate and present the ramifications on the general populace and the human dimensions of cybersecurity. By addressing these issues and advancing strategies through serious cybersecurity games and habit formation, a safer cyber environment can be fostered.

Research Questions

Qualitative inquiry into cybersecurity awareness among high school students encompasses the following inquiries:

  1. Are high school students cognizant of cybercrime?
  2. What is the risk associated with leaving devices logged in?
  3. What motivates students to power off and log out of devices after use?
  4. Do students express interest in having cybersecurity drills at school? Control question: Non-cybersecurity behavior such as locking a car after parking in a lot.

Methods, Procedures, and Techniques

a) Methods: An e-survey comprising both closed and open-ended questions covering cybersecurity awareness, risks of logged-in devices, and attitudes towards cybersecurity practices will be employed. Ethical approval and authorization from the school administration are prerequisites.

b) Data Collection: Responses will be gathered and analyzed utilizing inductive theme analysis.

c) Methodology Choice: Online surveys are preferred due to their expediency, simplicity, cost-effectiveness, and ability to accommodate large sample sizes.

d) Advantages: Open-ended questions yield subjective insights, and the survey format is succinct and comprehensible.

e) Disadvantages: Limitations include the inability to conduct interviews, verify participant authenticity, reliance on email responses, and potential challenges in accurately gauging subjective responses from high school students.

Sample

a) Population of Interest: High school students.

b) Sample Participants: The sample comprises 2384 students enrolled in Grades 9 to 12 at Westview High School.

c) Representation: The sample represents high school students irrespective of gender, race, ethnicity, or religion, encompassing those proficient in English literacy.

PSYC FPX 4210 Assessment 5 Groups and Communities

Procedures

a) Participant Recruitment: Email invitations will be disseminated through the school administration.

b) Study Procedures: Participants will receive an email containing a survey link, followed by informed consent. The survey will be administered online utilizing school-provided devices.

Benefits

This study will contribute to elucidating the awareness and behaviors of high school students concerning cybersecurity, aiding in the formulation of effective cybersecurity training programs tailored for adolescents, thereby addressing the imperative for cybersecurity education within school settings.

Benefits to Career Field

The integration of cybersecurity awareness and training initiatives within high school curricula can engender the cultivation of cybersecurity habits from an early age. Collaborative endeavors between software developers and psychologists can culminate in the development of efficacious cybersecurity training programs tailored to high school students.

References

Ahern, N. R., Sauer, P., & Thacker, P. (2015). Risky behaviors and social networking sites: How is YouTube influencing our youth? Journal of Psychosocial Nursing, 53(10), 25–29.

Argo, T., & Lowery, L. (2017). The effects of social media on adolescent health and well-being. Journal of Adolescent Health, 60(2), S75–S76.

Freeman, J. (2016). Possible effects of electronic social media on gifted and talented children’s intelligence and emotional development. Gifted Education International, 32(2), 165–172.

LaMarre, A., & Rice, C. (2017). Hashtag recovery: #Eating disorder recovery on Instagram. Social Sciences, 6(3), 1–15.

PSYC FPX 4210 Assessment 5 Groups and Communities

Weiderhold, B. K. (2016). How to market use of social media to improve older adults’ health. Cyberpsychology, Behavior, and Social Networking, 19(12), 695.

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