Thèses : « Cyber-psychology »

1

Johnson, Kim. « Better Safe than Sorry : The Relationship Between Locus of Control, Perception of Risk, and Cyber Misbehaviors ». Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7630.

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Information security is of vital importance to organizations. Breaches in security very often stem from behaviors of the system operator. Cyber misbehaviors on the part of employees can have devastating repercussions on the well-being of an organization. Up to now, research has mainly focused on how to protect information systems from outside attack, and only recently have researchers turned to the part the operator plays in keeping the systems safe. The present study investigated some individual differences that may play a role in people’s cyber behavior. The purpose of the study was to determine if locus of control was related to an individual’s perception of cyber risk and likelihood of engaging in cyber misbehaviors. Internal locus of control was found to be associated with higher perception of cyber risk, and higher cyber risk perception was found to lead to fewer cyber misbehaviors. The trait sensation seeking was also explored but no firm conclusions could be drawn from those results. Gaining an understanding of some of the differences between individuals that make some more likely to commit cyber misbehaviors-- as well as the dynamics behind these relationships—should be greatly beneficial in helping develop deterrents to cyber misbehavior and keeping information systems safer.

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Sedlar, Aaron Edward. « The Effects of Experienced Cyber-Aggression on Subsequent Aggressive Behavior among College Students ». Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1551890210628806.

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Bradbury, Stacey Lynn. « Adolescent Coping Strategies for In-person Bullying and Cyberbullying ». Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1370276537.

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Bradbury, Stacey Lynn. « The Role of Coping Socialization by Peers and Parents in Adolescents' Coping with Cyber-victimization ». Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1462100514.

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Mulkhey, Valerie. « Elementary-Aged Cyber Bully-Victims : Incidence, Risks, and Parental Involvement ». Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1415879194.

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Fisher, Emily Payton. « Cyberbullying and School Climate ». TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/3065.

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The purpose of this study was to examine the relationships between demographic variables known to predict bullying and victimization, traditional bullying victimization, cyberbullying victimization, and school climate. Participants were 214 fourth and fifth grade students from three elementary schools in Warren County, Kentucky. Students answered demographic questions and completed a series of surveys including the Positive Experience Checklist and the School Climate Survey Suite. Demographic variables and traditional bullying victimization were regressed on the students’ perception of school climate (Model 1). Additionally, cyberbullying victimization was included in a second block to estimate its explanatory value (Model 2). The present study supports previous research that found that traditional bullying is related with a lower perception of school climate and extended this research by examining the relation between cyberbullying and school climate; of interest, are the impacts of cyberbullying on meaningful outcomes (e.g., school climate) of a sufficient magnitude to warrant changes in preventative and intervention strategies? Interestingly, cyberbullying had a negligible but significant effect on school climate, only explaining an additional 3% of the variance in student perception of school climate. These data indicate that cyberbullying victimization is much less predictive of perceptions of school climate than traditional victimization.

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Tamrakar, Anjila. « SPICE : A Software Tool for Studying End-user’s Insecure Cyber Behavior and Personality-traits ». ScholarWorks@UNO, 2016. http://scholarworks.uno.edu/td/2236.

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Insecure cyber behavior of end users may expose their computers to cyber-attack. A first step to improve their cyber behavior is to identify their tendency toward insecure cyber behavior. Unfortunately, not much work has been done in this area. In particular, the relationship between end users cyber behavior and their personality traits is much less explored. This paper presents a comprehensive review of a newly developed, easily configurable, and flexible software SPICE for psychologist and cognitive scientists to study personality traits and insecure cyber behavior of end users. The software utilizes well-established cognitive methods (such as dot-probe) to identify number of personality traits, and further allows researchers to design and conduct experiments and detailed quantitative study on the cyber behavior of end users. The software collects fine-grained data on users for analysis.

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Sushereba, Christen Elizabeth Lopez. « Comparison of Cyber Network Defense Visual Displays ». Wright State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=wright15272019221867.

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Archer, Megan Marie. « The “Stop Cyber Bullying” Media Campaign : A Qualitative Study of Cyber Bullying and Its Implications at Marietta Middle School ». Marietta College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1336674176.

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Passarelli, Rebecca E. « Teen dating violence in a connected world : Understanding and exploring cyber dating abuse ». Miami University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=miami1466512410.

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Stauffer, Sterling V. « High School Teachers' Perceptions of Cyber Bullying Prevention and Intervention Strategies ». BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2778.

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Results from recent meta-analyses have indicated that bully prevention programs tend to produce little discernable change in student behavior. Possible reasons include a lack of teacher buy-in and teachers' questioning about the effectiveness of such programs. Teacher buy-in is an essential ingredient when implementing and maintaining effective school-based interventions, including bully prevention programs. In order to examine teachers' perceptions, a questionnaire was administered to 66 high school teachers in a western U.S. urban high school. The questionnaire examined teachers' attitudes regarding the impact of cyber bullying on students; which intervening strategies teachers were likely to use when dealing with cyber bullying; and which prevention strategies would be most helpful in preventing cyber bullying at school. Descriptive statistics and effect sizes (Cohen's d effect size) were used to describe teachers' perceptions. Based on participants' responses, about 25% of teachers indicated that cyber bullying does not have long lasting negative effects, and that cyber bullying prepares students for life. When addressing cyber bullying, teachers were most likely to report incidents to administrators, talk to the cyber bully, and talk to the victim. Approximately 42% of teachers indicated that a formal bully prevention program that addressed cyber bullying should be implemented. Of proposed strategies to decrease cyber bullying, teachers perceived the following strategies as most helpful: increased parental involvement, warning students about consequences for cyber bullying, and increased consequences for cyber bullying. Administrators are encouraged to survey and consider teachers' perceptions before implementing formal bully prevention programs that target cyber bullying. Additionally, strategies should be considered to foster greater teacher buy-in, thus improving intervention fidelity and ultimately creating a unified effort focused on decreasing student cyber bullying.

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Heischman, Rylan M. « Before you send that : Comparing the outcomes of face-to-face and cyber incivility ». Xavier University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1501418476841408.

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Topcu, Cigdem. « The Relationship Of Cyber Bullying To Empathy, Gender, Traditional Bullying, Internet Use And Adult Monitoring ». Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12610134/index.pdf.

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The present study aimed to investigate the cyber bullying and empathy relationship with respect to gender by utilizing the traditional bullying and empathy relationship. Additionally, the predictive role of traditional bullying, frequency use of information and communication tools, and adult monitoring of the Internet use on cyber bullying was examined. The sample consisted of 717 adolescents (411 females, 302 males) with a mean age of 16.83 (SD=1.46). Cyber Bullying Inventory (Erdur-Baker &
KavSut, 2007) was revised, Traditional Bullying Questionnaire was developed and Basic Empathy Scale (Jolliffe &
Farrington, 2006) was adapted into Turkish and utilized in the present study. Results of the study pointed that 55.2% of the adolescents reported to engage in traditional bullying and 47.6% of them reported to involve in cyber bullying. Males&rsquo
scores were higher than females&rsquo
for both traditional and cyber bullying. Hierarchical multiple regression analyses indicated that traditional bullying and frequent use of ICT predicted cyber bullying well. Finally, results of multiple regression analyses indicated that gender was a mediating factor in the negative relationship between empathy and bullying. In other words, females who have higher empathy scores reported to have less frequent traditional and cyber bullying experience. Males who have lower empathy levels reported to have more frequent traditional and cyber bullying experience. However, gender did not moderate the negative relationship between empathy and bullying. Findings were discussed in the light of the literature.

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Kinnari, Jasmine, et Linda Tysk. « THE MODERATING ROLE OF PSYCHOLOGICAL FLEXIBILITY ON THE RELATIONSHIP BETWEEN CYBER VICTIMIZATION AND ANXIETY IN SWEDISH YOUTH ». Thesis, Umeå universitet, Institutionen för psykologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-171078.

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Cyber victimization is a new phenomenon that keeps increasing with every year, and although the interest in research has grown, little is still known about ways to minimize the outcomes of cyber victimization on mental health. This thesis aimed to investigate whether psychological flexibility could act as a moderator on the relationship between cyber victimization and trait anxiety in Swedish youth. Gender was used as a control variable. Participants were recruited on Facebook, and data was collected via an online questionnaire that contained gender, age, Adolescent Cyber-Victimization Scale, Avoidance and Fusion Questionnaire for Youth, and Penn State Worry Questionnaire for Children. The sample consisted of 102 Swedish youths (females, N = 74, males, N = 28) aged 16 to 25 years (M = 20.34, SD = 2.88). A multiple linear regression showed that psychological flexibility and cyber victimization significantly predicted anxiety. The results for psychological flexibility as a moderator on the relationship between cyber victimization and anxiety, and for gender as a predictor for anxiety, were non-significant. The results provide a deeper understanding of the role of psychological flexibility in mental health in youth, but further research is needed on psychological flexibility as a moderator. Future research should focus on more clinical groups with increased sample size and add a wider gender perspective.
Att bli utsatt för nätmobbning är ett nytt fenomen som fortsätter att öka för varje år, och trots att intresset för forskning har växt, så vet man fortfarande lite om sätt att minska utfallet av nätmobbning på mental hälsa. Den här studien syftade till att undersöka huruvida psykologisk flexibilitet kan agera som en moderator på relationen mellan nätmobbning och ångest hos svenska ungdomar. Kön användes som kontrollvariabel. Deltagarna rekryterades på Facebook och data samlades in via ett onlineformulär som innehöll kön, ålder, Adolescent Cyber-Victimization Scale, Avoidance and Fusion Questionnaire for Youth, och Penn State Worry Questionnaire for Children. Antalet deltagare var 102 svenska ungdomar (kvinnor, N = 74, män, N = 28) i åldern 16 till 25 år (M = 20,34, SD = 2,88). En multipel linjär regression visade att psykologisk flexibilitet och nätmobbning signifikant predicerade ångest. Resultaten för psykologisk flexibilitet som en moderator på relationen mellan nätmobbning och ångest, och för kön som prediktor av ångest, var icke-signifikanta. Resultaten bidrar med en ökad förståelse för vilken roll psykologisk flexibilitet har i mental hälsa hos unga, men fortsatt forskning behövs på psykologisk flexibilitet som en moderator. Framtida forskning borde fokusera på mer kliniska grupper med ökad urvalsstorlek och lägga till ett bredare genusperspektiv.

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Clayton-Dippolito, Colleen J. « Erasing Sid Murphy ». Youngstown State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1322340358.

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Adams, Amber Nicole. « Social Networking Sites and Online Infidelity ». ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3379.

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Biological factors, attachment styles, socioeconomic status, and religion are among some of the variables researched as casual factors of infidelity. However, limited research is available for infidelity originating online. This study aimed to investigate causal factors for engaging in online infidelity via social networking site use. A cognitive behavioral perspective guided the research. Review of literature on offline infidelity, online behavior, and Davis' work on generalized problematic internet use identified the variables relationship satisfaction, impulsivity, permissive sexual values, and the intensity of social networking site use for exploration. Research questions addressed any contribution these four variables may have to engaging in online infidelity. A cross-sectional online survey including the Relationship Assessment Scale, Barrett Impulsivity Scale, Brief Sexual Attitudes Scale, and Problematic Internet Use Questionnaire targeting individuals 21 years of age and older, who reside in the United States, as well as, the U.S. Virgin Islands was available to the public. 136 respondents completed the survey. The study identified relationship satisfaction, rather than relationship dissatisfaction, as the primary predictor of engaging in online infidelity. Additionally, a stronger presence of permissive sexual values was associated with an increase in relationship satisfaction. Those attempting to engage in online infidelity, a group not previously researched, is predicted by impulsivity. The findings from this study can be used by individuals and professionals alike for improving individualized therapeutic practice. The research findings indicate future research in respect to online infidelity, social networking site use, and the population of individuals that attempt to engage in infidelity would be beneficial.

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Cajigas, Julie Ann. « Facebook Anonymous Information Seeking (FAIS) Behaviors = Emerging Definitions and Conceptual Relationships ». Cleveland State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=csu1312565052.

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Koh-Herlong, Lisa. « High School Graduates' Perspectives on the Creation of Online Identities ». ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1624.

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Technological advancements continue to increase online accessibility and the virtual population. As students engage with these advancements, their lives and identities will be on a worldwide platform. The realities of online identities present a challenge for educators to teach students how to manage those online identities. Researchers have studied the after-effects of online identities, but there is a gap in understanding the individual's thought process during the creation of online identities. The purpose of this interpretative phenomenological analysis was to understand the perspectives of working high school graduates regarding the creation of online identities. The research questions were designed to elicit recent high school graduates' perceptions or viewpoints about creating online identities. The conceptual framework for this study included social identity theory and computer-mediated communication theory. Data were collected from 9 face-to-face interviews, including the creation of summary sheets, and were analyzed via member checking and extensive manual coding. Eight themes emerged, revealing that online identities were created to support social connections. The participants' responses generated 4 types of online identities: real, desired, enhanced, and deceptive. Participants did not place consideration into the idea that they were creating an identity. Recommendations included an application for educators to model online behavior and to help students manage their online identities. Further studies could include a data gathering tool that uses an anonymous platform. These findings can inform curriculum and expand the landscape of the literature toward the social change goal of helping students grow and thrive in the online world in a safe, effective, and ethical manner.

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Griffiths, Robert Peter. « Cyber athletes identification, competition, and affect implication / ». Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1180009007.

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Guinn, Megan D. « Parent-adolescent Attachment, Bullying and Victimization, and Mental Health Outcomes ». Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822828/.

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Traditional and cyber bullying have been identified as universal problematic issues facing adolescents, and research is needed to understand correlates associated with these phenomena. Structural equation modeling analyses examined associations between attachment to parents, traditional and cyber bullying or victimization, and mental health outcomes among 257 high school students (Average age 15.9 years). Key patterns emerged, including associations between maternal attachment and mental health outcomes; victimization and mental health concerns; and bullying and victimization in both traditional and cyber contexts. The role of attachment to mothers and fathers varied by context. Findings extend the literature by identifying risk factors in adolescence associated with bullying and victimization, as well as suggesting appropriate prevention and intervention strategies to increase adolescent well-being.

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Feldman, Marissa Alexis. « Cyber-Bullying in High School : Associated Individual and Contextual Factors of Involvement ». Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3099.

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For the past several decades, researchers have extensively investigated the impact of bullying on the nation's youth. Although we may now have a better understanding of these maladaptive behaviors, recent technological advances have created a new forum for bullying. The current study investigated adolescent experiences with cyber-bullying using a self-report survey. Youth (N=2,086) from five high schools (grades 9-12) were surveyed to identify individual, peer, parenting, and school factors hypothesized to be related to involvement in cyber-bullying as a victim, perpetrator, or both. Results indicated that cyber-involvement was related to a variety of psychosocial factors, with students who were both perpetrator and victim (i.e., cyber-bully/victims) reporting worse psychosocial functioning and poorer relationships than youth classified as cyber-bullies, cyber-victims, and cyber-uninvolved. Additionally, the academic and behavioral correlates of involvement in this new and growing form of bullying were examined using school records. Inconsistent associations between cyber-bullying and school performance variables were accounted for by differences in the frequency and intensity of behaviors used to define cyber-bullying. Proposed moderators were investigated to determine whether social support buffered the negative psychosocial correlates found for adolescents involved in cyber-bullying. Social support was generally related to better psychosocial functioning for all youth, with the exception of cyber-bully/victims. Results may inform the design and implementation of universal prevention and intervention programs, as well as improve schools' ability to identify youth at risk for involvement in this rapidly growing social phenomenon.

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Werner, Jenna. « Investigating cyber-loafing in South African organisations : the role of theory of planned behaviour ». Master's thesis, University of Cape Town, 2020. http://hdl.handle.net/11427/32527.

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Organisations are increasingly becoming aware of employees' internet use for nonwork- related activities, a phenomenon known as cyber-loafing. This poses a problem for organisations as both employee and organisational productivity are negatively impacted. Cyber-loafing is a fairly nascent concept within the Counterproductive Work Behaviour (CWB) literature, given the recent rise in technological advancements. Employees who engage in cyber-loafing divert their energy and attention away from work for prolonged periods of time, which is classified as a withdrawal behaviour under the CWB typology. The Theory of Planned Behaviour (TPB) has previously been shown to explain other CWBs, such as time theft and cyber-loafing. Due to the internet's ubiquitous nature in South African organisations and lack of research on cyber-loafing in South Africa, the objective of this study was to investigate cyber-loafing amongst administrative support staff in South African organisations using TPB. An explanatory cross-sectional descriptive research design was used. Data was collected using both online and hardcopy surveys yielding 92 participants from employees that provide administrative assistance in various organisations. In this sample, 89% of respondents were female and 11% were male, whilst 92% were employed full-time and 5% part-time. The results showed that only descriptive and prescriptive norms and attitude towards cyber-loafing predicted intention and cyber-loafing. Differing from previous research, intention mediated the relationship between attitude and cyber-loafing only. The results show that organisations could develop interventions targeted at descriptive and prescriptive norms to reduce cyber-loafing behaviour and by influencing attitudes around cyber-loafing, organisations could influence cyber-loafing intention and behaviour. Based on these results, suggestions for further research are proposed.

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Mcvean, Melanie. « Physical, Verbal, Relational and Cyber-Bullying and Victimization : Examining the Social and Emotional Adjustment of Participants ». Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6897.

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Cyber-bullying has been gaining in popularity as online technology use has greatly expanded in the past decade. There has been quite a bit of research on traditional forms of bullying, which has demonstrated links to various demographic and psychosocial factors. Participation in cyber-bullying and victimization has been linked to some characteristics that are different from other types of bullying. There has been some discussion in the literature regarding whether cyber-bullying is significantly different from other forms of bullying. The literature has also noted the need for more studies utilizing peer-report data. This study utilized peer-report bullying data to examine self-reported psychosocial and emotional adjustment correlates of physical, verbal, relational and cyber-bullying and victimization in middle school. Adjustment indices included self-esteem, depression, prosocial behavior, perceived parental support, and variables measuring friendship adjustment (e.g., number of friends, perceived friendship quality, antisocial peer group, perception of peers, social goals). Cross-sectional associations between peer-reported bullying status and self-reported social and emotional adjustment were examined in adolescents. The data supported many of the hypotheses regarding various social and emotional adjustment indices being linked to the different forms of bullying and victimization. Results have theoretical and practical implications for understanding the social and emotional impact of bullying. Limitations and future directions are discussed.

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Martin, Jaclyn. « Something Looks Phishy Here : Applications of Signal Detection Theory to Cyber-Security Behaviors in the Workplace ». Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6728.

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Cyber-security is an ever-increasing problem in the 21st century. Though the majority of cyber-security breaches are a direct result of human error (Hu, Dinev, Hart, & Cooke, 2012), there is a dearth of research in psychology on the application of human decision-making for cyber-security compliance. Through an online inbox simulation, the present research examined the utility of a robust psychological model for decision-making, signal detection theory (SDT) for modeling decision-making in the context of receiving and responding to phishing and spear-phishing email scams. The influence of individual differences, specifically conscientiousness, on phishing email detection was also examined. The results indicate that SDT is useful for modeling and measuring cyber-compliance behavior in terms of responding to phishing emails. This finding supports the feasibility of using SDT to monitor training effectiveness for individuals’ resistance to social engineering in phishing email detection. There were no significant relationships between participants’ scores on conscientiousness and their phishing and spear-phishing email detection ability. Future research should explore predictors of cyber-compliance with regards to individuals’ phishing and spear-phishing susceptibility.

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Dardis, Christina M. « An Integrative Theory Analysis of Real-Life and Cyber Unwanted Pursuit Perpetration Following Relationship Break-Up ». Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1400764792.

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Dreibelbis, Rachel Christine. « It’s More Than Just Changing Your Password : Exploring the Nature and Antecedents of Cyber-Security Behaviors ». Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6083.

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Organizations have become increasingly concerned with developing and protecting their information security systems. Despite attempts to secure the information infrastructure, employees inside of organizations remain the largest source of threat to information cyber-security. While previous research has focused on behavioral and situational factors that influence cyber-security behaviors, the measurement of cyber behaviors and their relationship to other performance variables is poorly understood. The purpose of the present study is to 1) determine the underlying factor structure of a cyber-security behavior scale, 2) assess if individual personality traits predict four types of cyber-security behaviors: security assurance, security compliance, security risk, and security damaging behaviors, and 3) explore the relationship between citizenship and counterproductive work behaviors and cyber-security behaviors. Results indicate that cyber-security behavior can be separated into four distinct dimensions and that personality traits such as conscientiousness, agreeableness, and openness to experience are predictive of these behaviors. Additionally, positive cyber behaviors are related organizational citizenship behaviors, and potentially harmful cyber behaviors related to counterproductive work behaviors. This research has implications for using personality to predict cyber-security behaviors and reduce insider threat in the workplace.

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« Information Pooling Bias in Collaborative Cyber Forensics ». Doctoral diss., 2014. http://hdl.handle.net/2286/R.I.27448.

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abstract: Cyber threats are growing in number and sophistication making it important to continually study and improve all dimensions of cyber defense. Human teamwork in cyber defense analysis has been overlooked even though it has been identified as an important predictor of cyber defense performance. Also, to detect advanced forms of threats effective information sharing and collaboration between the cyber defense analysts becomes imperative. Therefore, through this dissertation work, I took a cognitive engineering approach to investigate and improve cyber defense teamwork. The approach involved investigating a plausible team-level bias called the information pooling bias in cyber defense analyst teams conducting the detection task that is part of forensics analysis through human-in-the-loop experimentation. The approach also involved developing agent-based models based on the experimental results to explore the cognitive underpinnings of this bias in human analysts. A prototype collaborative visualization tool was developed by considering the plausible cognitive limitations contributing to the bias to investigate whether a cognitive engineering-driven visualization tool can help mitigate the bias in comparison to off-the-shelf tools. It was found that participant teams conducting the collaborative detection tasks as part of forensics analysis, experience the information pooling bias affecting their performance. Results indicate that cognitive friendly visualizations can help mitigate the effect of this bias in cyber defense analysts. Agent-based modeling produced insights on internal cognitive processes that might be contributing to this bias which could be leveraged in building future visualizations. This work has multiple implications including the development of new knowledge about the science of cyber defense teamwork, a demonstration of the advantage of developing tools using a cognitive engineering approach, a demonstration of the advantage of using a hybrid cognitive engineering methodology to study teams in general and finally, a demonstration of the effect of effective teamwork on cyber defense performance.
Dissertation/Thesis
Doctoral Dissertation Applied Psychology 2014

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« CyberCog A Synthetic Task Environment for Measuring Cyber Situation Awareness ». Master's thesis, 2011. http://hdl.handle.net/2286/R.I.9342.

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abstract: This thesis describes a synthetic task environment, CyberCog, created for the purposes of 1) understanding and measuring individual and team situation awareness in the context of a cyber security defense task and 2) providing a context for evaluating algorithms, visualizations, and other interventions that are intended to improve cyber situation awareness. CyberCog provides an interactive environment for conducting human-in-loop experiments in which the participants of the experiment perform the tasks of a cyber security defense analyst in response to a cyber-attack scenario. CyberCog generates the necessary performance measures and interaction logs needed for measuring individual and team cyber situation awareness. Moreover, the CyberCog environment provides good experimental control for conducting effective situation awareness studies while retaining realism in the scenario and in the tasks performed.
Dissertation/Thesis
M.C.St. Computing Studies 2011

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Butler, Sydney Louw. « Adaptive or maladaptive : exploring adolescents' responses to on-line persuasion attempts ». Diss., 2013. http://hdl.handle.net/10500/10369.

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Technology is changing the structure and dynamics of how humans communicate. Channels of communication are also used for attempts at persuasion, but until now persuasion that (if accepted) would promote the adoption of misinformation could not spread as readily through historical information channels. With the advent of the Internet and World Wide Web this has changed dramatically. In this dissertation it is argued that modern digital communication media such as YouTube, in confluence with what theories of persuasion have to say about how humans deal with persuasion, may create a situation in which misinformation may spread and be accepted on a large scale. The research in this dissertation explores this notion by presenting a group of 120 adolescents who are familiar with the Web with such a misinforming persuasive message. The purpose of which is to determine whether they accept the misinformation presented in the Web-context or are sceptical of it. Different manipulations were done to the persuasive message, known to increase the likelihood of persuasion. The research found that, for this group of participants, no attempt to increase uncritical acceptance of a persuasive message made a statistical difference between different groupings of participants. When intended behaviour was measured in addition to attitude towards the misinformation, participants were even less persuaded. The results are interesting as a starting point for further study, but its generalizability and certain design features must be called into question
Psychology
M.A. (Psychology)

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(11023221), Fahad Salamh. « A 3-DIMENSIONAL UAS FORENSIC INTELLIGENCE-LED TAXONOMY (U-FIT) ». Thesis, 2021.

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Although many counter-drone systems such as drone jammers and anti-drone guns have been implemented, drone incidents are still increasing. These incidents are categorized as deviant act, a criminal act, terrorist act, or an unintentional act (aka system failure). Examples of reported drone incidents are not limited to property damage, but include personal injuries, airport disruption, drug transportation, and terrorist activities. Researchers have examined only drone incidents from a technological perspective. The variance in drone architectures poses many challenges to the current investigation practices, including several operation approaches such as custom commutation links. Therefore, there is a limited research background available that aims to study the intercomponent mapping in unmanned aircraft system (UAS) investigation incorporating three critical investigative domains---behavioral analysis, forensic intelligence (FORINT), and unmanned aerial vehicle (UAV) forensic investigation. The UAS forensic intelligence-led taxonomy (U-FIT) aims to classify the technical, behavioral, and intelligence characteristics of four UAS deviant actions --- including individuals who flew a drone too high, flew a drone close to government buildings, flew a drone over the airfield, and involved in drone collision. The behavioral and threat profiles will include one criminal act (i.e., UAV contraband smugglers). The UAV forensic investigation dimension concentrates on investigative techniques including technical challenges; whereas, the behavioral dimension investigates the behavioral characteristics, distinguishing among UAS deviants and illegal behaviors. Moreover, the U-FIT taxonomy in this study builds on the existing knowledge of current UAS forensic practices to identify patterns that aid in generalizing a UAS forensic intelligence taxonomy. The results of these dimensions supported the proposed UAS forensic intelligence-led taxonomy by demystifying the predicted personality traits to deviant actions and drone smugglers. The score obtained in this study was effective in distinguishing individuals based on certain personality traits. These novel, highly distinguishing features in the behavioral personality of drone users may be of particular importance not only in the field of behavioral psychology but also in law enforcement and intelligence.

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« The Structure of Cyber and Traditional Aggression : An Integrated Conceptualization ». Doctoral diss., 2013. http://hdl.handle.net/2286/R.I.18150.

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abstract: ABSTRACT The phenomenon of cyberbullying has captured the attention of educators and researchers alike as it has been associated with multiple aversive outcomes including suicide. Young people today have easy access to computer mediated communication (CMC) and frequently use it to harass one another -- a practice that many researchers have equated to cyberbullying. However, there is great disagreement among researchers whether intentional harmful actions carried out by way of CMC constitute cyberbullying, and some authors have argued that "cyber-aggression" is a more accurate term to describe this phenomenon. Disagreement in terms of cyberbullying's definition and methodological inconsistencies including choice of questionnaire items has resulted in highly variable results across cyberbullying studies. Researchers are in agreement however, that cyber and traditional forms of aggression are closely related phenomena, and have suggested that they may be extensions of one another. This research developed a comprehensive set of items to span cyber-aggression's content domain in order to 1) fully address all types of cyber-aggression, and 2) assess the interrelated nature of cyber and traditional aggression. These items were administered to 553 middle school students located in a central Illinois school district. Results from confirmatory factor analyses suggested that cyber-aggression is best conceptualized as integrated with traditional aggression, and that cyber and traditional aggression share two dimensions: direct-verbal and relational aggression. Additionally, results indicated that all forms of aggression are a function of general aggressive tendencies. This research identified two synthesized models combining cyber and traditional aggression into a shared framework that demonstrated excellent fit to the item data.
Dissertation/Thesis
Ph.D. Educational Psychology 2013

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Govender, Meenaloshini. « The psycho-educational impact of bullying on primary school learners ». Diss., 2013. http://hdl.handle.net/10500/9740.

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School bullying is becoming a problem throughout the world. It is deemed necessary that schools become safer environments for teaching and learning to take place. This study focused specifically on the impact of bullying, educationally and psychologically, on primary school learners. In the literature review conducted, research studies showed that learners were clearly affected by bullying. An empirical investigation, which included four individual sessions and a focus group session, was undertaken to determine what the effects of bullying were on the victims. Transcriptions were made of all the interviews and the data was then analysed to determine what the main themes were. The investigation concluded that bullying does affect learners educationally and psychologically. Based on the results, guidelines were provided for schools, parents, educators and the Department of Education.
Psychology of Education
M. Ed. (Guidance and Counselling)

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(7525319), Megan M. Nyre-Yu. « Determining System Requirements for Human-Machine Integration in Cyber Security Incident Response ». Thesis, 2019.

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In 2019, cyber security is considered one of the most significant threats to the global economy and national security. Top U.S. agencies have acknowledged this fact, and provided direction regarding strategic priorities and future initiatives within the domain. However, there is still a lack of basic understanding of factors that impact complexity, scope, and effectiveness of cyber defense efforts. Computer security incident response is the short-term process of detecting, identifying, mitigating, and resolving a potential security threat to a network. These activities are typically conducted in computer security incident response teams (CSIRTs) comprised of human analysts that are organized into hierarchical tiers and work closely with many different computational tools and programs. Despite the fact that CSIRTs often provide the first line of defense to a network, there is currently a substantial global skills shortage of analysts to fill open positions. Research and development efforts from educational and technological perspectives have been independently ineffective at addressing this shortage due to time lags in meeting demand and associated costs. This dissertation explored how to combine the two approaches by considering how human-centered research can inform development of computational solutions toward augmenting human analyst capabilities. The larger goal of combining these approaches is to effectively complement human expertise with technological capability to alleviate pressures from the skills shortage.

Insights and design recommendations for hybrid systems to advance the current state of security automation were developed through three studies. The first study was an ethnographic field study which focused on collecting and analyzing contextual data from three diverse CSIRTs from different sectors; the scope extended beyond individual incident response tasks to include aspects of organization and information sharing within teams. Analysis revealed larger design implications regarding collaboration and coordination in different team environments, as well as considerations about usefulness and adoption of automation. The second study was a cognitive task analysis with CSIR experts with diverse backgrounds; the interviews focused on expertise requirements for information sharing tasks in CSIRTs. Outputs utilized a dimensional expertise construct to identify and prioritize potential expertise areas for augmentation with automated tools and features. Study 3 included a market analysis of current automation platforms based on the expertise areas identified in Study 2, and used Systems Engineering methodologies to develop concepts and functional architectures for future system (and feature) development.

Findings of all three studies support future directions for hybrid automation development in CSIR by identifying social and organizational factors beyond traditional tool design in security that supports human-systems integration. Additionally, this dissertation delivered functional considerations for automated technology that can augment human capabilities in incident response; these functions support better information sharing between humans and between humans and technological systems. By pursuing human-systems integration in CSIR, research can help alleviate the skills shortage by identifying where automation can dynamically assist with information sharing and expertise development. Future research can expand upon the expertise framework developed for CSIR and extend the application of proposed augmenting functions in other domains.

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Swart, Michael Isaac. « ¿When is it the Gesture that Counts : Telling Stories that cut to the [Cyber]chase – or, gest get to the po¡nt ! » Thesis, 2016. https://doi.org/10.7916/D8DZ08MS.

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Lakoff and Nuñez (2000) argue that the origins of mathematical thinking arise from the progressive development of the human sensorium and experience. Cognitive science research in in education plays a big role in developing new pedagogies, especially those that leverage new “Cyberlearning” technologies. The current study employs two principle frameworks for creating pedagogy for learning mathematical fractions: (1) grounded and embodied cognition (Varela, Thompson & Rosch, 1991; Glenberg, 1997; 2003; Barsalou, 1999; 2008), (2) situated cognition (Lesh, 1981; Lave 1988, Greeno, 1998; Roth, 2002). Grounded and embodied cognition was operationalized through the gesture. Although gesture is traditionally discussed as a spontaneous co-articulation of speech (Kendon, 1972; McNeill & Levy, 1980; 1992; Goldin-Meadow, 1986) it is taking on a new role with the advent of 21st century technologies that utilize gestural interface. Using gestures as simulated action (Hostetter and Alibali, 2008), we developed two sets of gestural mechanics based on an exploratory study on the gestures elementary students used to explain mathematical fractions (Swart, 2014): (1) iconic gestures (I) – i.e., enactive of the processes to create objects, (2) deictic gestures (D) – i.e., index pointing to ground or identify objects or locations. Situated cognition was operationalized through narrative (Black and Bower, 1980; Graesser, Hauft-Smith, Cohen, and Pyles 1980; Graesser, Singer, Trabasso, 1994). Researchers crafted two types of narratives in order to create a situated learning environment (Hennessy, 1993): (1) strong narrative (S) – with a setting, characters and plot (based on the popular PBS Kids television show, Cyberchase, (2) weak narrative (W) – without an explicit setting, characters or plot. Combining these two factors together, the research team designed and developed Mobile Mathematics Movement (M3). Using the two independent variables, gesture (I vs. D) and narrative (S vs. W), M3 was crafted into 4 different versions: SI, SD, WI, WD. The first two iterations, M3:i1 and M3:i2, were tested in randomized factorial experiments in afterschool programs with high-needs populations. After completing these studies employing a design-based research (DBR) methodology, the tutor-game developed into its latest iteration, M3:i3. The curriculum of M3 had students employing a splitting objects (i.e., parts-to-whole) schema (Steffe, 2004) and was divided into two parts: (Part 1) object fracturing (x5 per level): estimating, denominating, numerating, re-estimating; (Part 2) object equivalency (comparing 5 fractions): comparing, ordering, verifying magnitudes, verifying positions on vertical number line. In the final dissertation study, 131 students (x̄age = 8.78 yrs, 52.6% Female; 39.7% Hispanic; 32.8% African-American; 19.9% South-East Asian; 3.8% Caucasian; 3.8% South Asian (Indian); 97.7 % received free/reduced lunch) from the Harlem and Lower East Side neighborhoods of New York City were consented and assented and completed the study. Students were randomly assigned to 1 of the 4 conditions, completed a direct pre-assessment of the curriculum as well as a transfer pre-assessment, played all seven levels of the tutor-game, completed an exit survey (free response and 5-point likert – motivation, self-efficacy, engagement, learning), completed a direct post-assessment of the curriculum as well as a transfer post-assessment (parallel forms) and a 7 minute semi-structured clinical interview. Factorial ANOVAs indicated a significant interaction between gesture and narrative (though all groups showed significant learning pre to post) on the direct assessment. Both the SI and WD groups significantly outperformed the other two groups, though were not different from each other. Though there was not a significant interaction between gesture and narrative on for the transfer assessment, pair-wise comparisons and planned contrasts showed that the SI group outperformed all the other groups. Follow up hierarchical linear regressions (HLR) showed that game play significantly mediated students’ learning. Specifically, students’ performances estimating and denominating were predictive of direct learning of the curriculum while estimating, denomination and numeration were all predictive of transfer. Further HLRs also found that students’ learning was moderated by their existing proficiencies for fractions. This finding helped clarify the nature of the narrative-gesture interaction, such that low-proficiency students improved more in the WD condition and high-proficiency students improved more in the SI condition. An exploratory factor analysis of the 5-point likert exit survey showed loaded on four factors as anticipated, with significant loadings for engagement and learning, but revealed no significant differences between the conditions. The significant interaction revealed that both a weak narrative (non-contextualized) environments using deictic (identity) gestures as well as strong narrative (contextualized) environments using iconic (enactive) gestures are differentially beneficial for learning. Contrary to our interaction hypothesis, learning for novices benefitted from a more abstract environment, supporting the work of (Kaminski, Sloutsky, Heckler, 2008) and learning for those with higher proficiencies at fractions was better in the more concrete environment (e.g., Moreno, Ozogul, & Reisslein (2011). The likert data supports research suggesting that students find digital platforms engaging and empowering, regardless of learning or not (for review see Wouters, van Nimwegen, van Oostendorp, & van der Spek, 2013). Together, these results have important implications for the design of learning environments and a digital pedagogy and follow-up work is necessary for expounding on the interactions between gestures and narratives as well as the possible mediation by task complexity.

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Holt, Trina Lynn. « Cyber space or face-to-face ? : comparing face-to-face with computer-mediated communication for collaborative learning ». Thesis, 2006. http://hdl.handle.net/1828/2153.

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This thesis compared face-to-face (FTF) communication with the computer-mediated communication (CMC) tools, email and chat, for collaborative learning purposes in higher education. Participants (n = 60) worked in groups of three in one of two communication conditions: FTF or CMC. Each group completed two tasks that required different ways of thinking: convergent thinking (finding one correct answer) and divergent thinking (formulating many solutions). Students obtained comparable task scores regardless of communication media. CMC participants appreciated the divergent thinking task more, had more concerns about time, more difficulties with scheduling, more anxiety about completing tasks on time, and fewer three-person meetings than did FTF groups. Participants in both conditions appreciated working in groups. The communication framework of grounding (Clark & Brennan, 1991), proved useful when analysing the results. The study identified key areas for further research and provided grounds for practical recommendations.

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Singh, Gunam Dolan. « Developing a model to curb bullying in secondary schools in the Uthungulu District of KwaZulu-Natal ». Thesis, 2016. http://hdl.handle.net/10500/20318.

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This study investigated the severity of bullying perpetration in secondary schools in the Uthungulu District of KwaZulu-Natal. The study further sought to establish the various types of bullying that were rife in secondary schools, the factors that contributed to bullying perpetration and the negative impact of bullying behaviour on all stakeholders of the school system. An in-depth literature study was conducted in this regard. Accordingly, various theories relevant to the phenomenon were explored exhaustively. A qualitative research design and methodology was employed to investigate the phenomenon through interviews with participants from five secondary schools, including the circuit manager of the circuit concerned. Strict ethical principles were adhered to throughout and the study was also evaluated for reliability and validity. The study found that the factors that contributed considerably to the problem of bullying in secondary schools were embedded at the level of the family, the school and the community. In addition, the study established that the impact of bullying was so severe that it affected the day- to- day functioning of the school from a management perspective where a considerable amount of time was spent managing the problem, substantially reducing valuable teaching time. The impact was also felt significantly among victims who experienced low self-esteem, humiliation, embarrassment and palpable levels of stress and anxiety that ultimately led to appreciable rates of absenteeism, truancy, dropping out of school, transfers to other schools, ill-health, depression and even suicide. On the basis of the findings of the literature study and the empirical investigation, a model to curb bullying was developed, which required all stakeholders of the secondary schools in the Uthungulu District of KwaZulu-Natal to work collectively as a team to manage the problem effectively and efficiently.
Educational Leadership and Management
D. Ed. (Educational Management)

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Thèses sur le sujet « Cyber-psychology »

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