Investigating the Role of Mindful Awareness as an Antecedent of Undergraduate Students' Cyber Security Behaviors
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| Title: | Investigating the Role of Mindful Awareness as an Antecedent of Undergraduate Students' Cyber Security Behaviors |
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| Language: | English |
| Authors: | Mehmet Fatih Yigit |
| Source: | Journal of Learning and Teaching in Digital Age. 2025 10(2):156-169. |
| Availability: | Journal of Learning and Teaching in Digital Age. Gazi University, Gazi Faculty of Education, Department of Computer and Instructional Technologies Teaching, Bosna Building Room 430, Yenimahalle, Ankara, Turkey 06500. e-mail: joltida.info@gmail.com; Web site: https://dergipark.org.tr/en/pub/joltida |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Metacognition, Computer Security, Information Security, Student Behavior, Behavior Patterns, Rating Scales, Undergraduate Students, Information Technology, Individual Characteristics, Risk, Student Attitudes, State Universities, Correlation, Teacher Education Programs, Turkish, Language Teachers, Mathematics Education, Mathematics Teachers, Comparative Analysis, Foreign Countries |
| Geographic Terms: | Turkey |
| ISSN: | 2458-8350 |
| Abstract: | Technology, while enhancing efficiency and effectiveness, also poses significant cyber threats and risks. Overcoming these challenges necessitates individuals to have high levels of cybersecurity awareness and to exhibit proper cybersecurity behaviors. Correspondingly, in recent years, the exploration of individual factors influencing cybersecurity behaviors has become a popular topic in the relevant literature. Building upon this, the present study examines the predictive effect of mindful awareness on the cybersecurity behaviors of undergraduate students, a group deeply intertwined with technology and hence potentially exposed to cyber risks. Conducted using a relational survey methodology, the study involved 179 undergraduate students enrolled in a state university during the academic year 2022-2023. Data for the study were collected through an online form utilizing the "Personal Cyber Security Provision Scale" and the "Mindful Attention Awareness Scale." Results showed no significant differences in cybersecurity behaviors between male and female students. Department differences in cybersecurity behavior were only observed between Elementary Mathematics Teacher Education and Turkish Language Teacher Education, with students in the former exhibiting better behaviors. No differences in cybersecurity behaviors were found across grade levels. Also, a moderate positive correlation was found between mindful awareness and cybersecurity behaviors, with mindful awareness explaining 9.4% of the variance in cybersecurity behaviors. Finally, the investigation of moderating effects revealed that gender, department, and grade level did not significantly influence this effect. Practical and theoretical recommendations are provided based on these findings. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1477609 |
| Database: | ERIC |
| Abstract: | Technology, while enhancing efficiency and effectiveness, also poses significant cyber threats and risks. Overcoming these challenges necessitates individuals to have high levels of cybersecurity awareness and to exhibit proper cybersecurity behaviors. Correspondingly, in recent years, the exploration of individual factors influencing cybersecurity behaviors has become a popular topic in the relevant literature. Building upon this, the present study examines the predictive effect of mindful awareness on the cybersecurity behaviors of undergraduate students, a group deeply intertwined with technology and hence potentially exposed to cyber risks. Conducted using a relational survey methodology, the study involved 179 undergraduate students enrolled in a state university during the academic year 2022-2023. Data for the study were collected through an online form utilizing the "Personal Cyber Security Provision Scale" and the "Mindful Attention Awareness Scale." Results showed no significant differences in cybersecurity behaviors between male and female students. Department differences in cybersecurity behavior were only observed between Elementary Mathematics Teacher Education and Turkish Language Teacher Education, with students in the former exhibiting better behaviors. No differences in cybersecurity behaviors were found across grade levels. Also, a moderate positive correlation was found between mindful awareness and cybersecurity behaviors, with mindful awareness explaining 9.4% of the variance in cybersecurity behaviors. Finally, the investigation of moderating effects revealed that gender, department, and grade level did not significantly influence this effect. Practical and theoretical recommendations are provided based on these findings. |
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| ISSN: | 2458-8350 |
