Online risk perception in young people and its effects on digital behaviour

Abstract

An important part of current research regarding online risks is aimed at analysing cyber aggression according to its frequency and type. By contrast, there is less scientific knowledge available on risk perception, the analysis of its components, and the measurement and impact on the behaviour of minors on the Internet. Therefore, the main objective of this study is to establish a classification of minors based on their perception of risk, digital consumption habits, family and/or educational protection factors, and the flow of communication. A structured questionnaire was used from a sample of 865 minors aged 10 to 17 from the Autonomous Region of Madrid. Data were processed using SPSS 15.0 and SPAD 5.0. After a factor and classification analysis was conducted, seven different groups were obtained. The predominant profile, in 42% of the cases, is that of a ‘prudent person’, characterized by a high perception of risk, not spending an excessive amount of time on the Internet, avoiding unsafe behaviour, talking with parents about online difficulties, receiving advice, and having clear rules on Internet use. The perception of risk is shown as a relevant construct in relation to other indicators such as child-rearing techniques used by parents, the time children spend on Internet, dependency on the device, and the type of digital behavior involved. Una parte importante de las investigaciones actuales sobre riesgos online están encaminadas a analizar las ciberagresiones, su frecuencia y forma. En cambio, hay menos acumulación de conocimiento científico centrado en la percepción de riesgo, el análisis de sus componentes y la medición e impacto sobre la actuación de los menores en la red. Por ello, el objetivo principal del estudio es establecer una clasificación de menores a partir de su percepción de riesgo, hábitos de consumo digital, factores de protección familiares y/o educativos y flujos de comunicación. Se ha aplicado un cuestionario estructurado a una muestra de 865 menores, de 10 a 17 años de la Comunidad de Madrid. Los datos se han procesado con SPSS 15.0 y SPAD 5.0. Tras un análisis factorial y de clasificación se han obtenido siete grupos diferenciados. El perfil predominante, en un 42% de los casos, es el de «prudentes», caracterizado por tener una alta percepción de riesgo, no pasar excesivo tiempo en la red, evitar comportamientos no seguros, conversar con los padres sobre las dificultades online, recibir consejos y tener normas claras sobre el uso de Internet. La percepción de riesgo se muestra como un constructo relevante en relación a otros indicadores como la intervención educativa de los padres, el tiempo que se pasa en Internet, la dependencia del dispositivo y el tipo de comportamiento digital.

Educational Environments with Cultural and Religious Diversity: Psychometric Analysis of the Cyberbullying Scale

“…In light of this situation, educational centers that are far from eliminating the inappropriate use of technology should propose preventive measures (Selwyn and Bulfin 2015), in order to mitigate hate towards those who are different (Giménez-Gualdo et al 2015;Rodríguez-Gómez et al 2018), making this questionnaire (see Appendix A) a starting point to do this, if used to diagnose the situation. This could even improve teaching strategies (Bevilacqua et al 2017) in contexts where students have misguided value judgments of diverse cultures and religions (Ramos-Soler et al 2018), and in some cases, even religious extremism prevails (Prud'homme 2019), which makes peaceful coexistence difficult, which can only be countered with education on values (Niemi et al 2019). Funding: Part of this work has been funded by the Research Project Competitive "Values for intercultural coexistence in the students of the Autonomous City of Melilla.…”

Information and communication technologies and quality of life in home confinement: Development and validation of the TICO scale

“…So far ICT have become an active part in people's lives, albeit with a series of problems associated with them, such as possible addiction, nomophobia, techno-interference, the phantom phone vibration syndrome, and the fear of missing out (FOMO), among others [4][5][6].…”

Mobile Learning in University Contexts Based on the Unified Theory of Acceptance and Use of Technology (UTAUT)

“…As related to the ability to learn through mobile devices, authors such as Corbell & Valdés-Corbell (2007), Kolb (2008) and Ramos-Soler et al (2018) have proposed the possibilities of correct use of the smartphone to favor significant learning, linked to social reality, enriching the educational experiences through multimedia resources, facilitating communication and educational and social collaboration, motivating the students towards learning, or favoring the creation of new content by the students and teachers.…”