Üniversite Öğrencilerinin Kişisel Siber Güvenlik Davranışları ve Bilgi Güvenliği Farkındalıklarının İncelenmesi

Avcı, Ümmühan; Oruç, Orçun

doi:10.17679/inuefd.526390

Cited by 9 publications

(4 citation statements)

References 18 publications

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“…These users are critical to reducing threats within the organization ( al Awawdeh and Tubaishat, 2014 ). It is essential to increase their awareness and provide an educational environment to eliminate or minimize the vulnerabilities caused by the human factor in information security ( Kim, 2014 ; Aldawood and Skinner, 2019 ; Avcı and Oruç, 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Technological tools are used intensively at all levels, from primary to high school ( Özok and Tayiz, 2020 ). This is because digital media is moving extensive data around the Internet ( Avcı and Oruç, 2020 ), causing concern for data security and increased risk ( Lewandowski, 2019 ; Gökçearslan et al, 2021 ). Factors drivi Baryannis ng trouble are the disclosure of personal information, exposure to inappropriate online content, online security risks, and threats to the use of the Internet and smart devices ( Kritzinger, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

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Risk management in digitalized educational environments: Teachers’ information security awareness levels

Sapanca

Kanbul

2022

Front. Psychol.

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With the spread of Information and Communication Technologies (ICT) tools and the Internet, Twenty first century technologies have significantly affected human life, and it has been desired to be obtained continuously. It has become challenging to protect information due to the increase in the methods by which malicious people can get information. As a result, it is crucial to determine people’s awareness levels by revealing the risks and threats to information security. In this context, a study was conducted to show the awareness levels of teachers who come after the family in raising conscious individuals in society. For this purpose, a quantitative research method was adopted for the problem and sub-problems that form the basis of the research. The survey model, one of the research designs used within the framework of the quantitative research method, was used. Information Security Awareness Scale was applied to 394 teachers, and according to the results obtained, it was determined that the information security awareness level of the teachers was moderate. According to the attacks and threats sub-dimension, which includes technical issues, it has been determined that the awareness levels of the teachers are at a medium level. The study results show that female teachers’ information security awareness levels are lower than male teachers. In comparison, the awareness levels of those who received information security awareness training and information technology teachers are higher.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Risk management in digitalized educational environments: Teachers’ information security awareness levels

Sapanca

Kanbul

2022

Front. Psychol.

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“…Sağır, Doğruluk, Mutluay & Emlik (2018) ve Korkmaz (2018) yaptıkları çalışmada öğrencilerin bilgi güvenliği farkındalıkların orta düzeyde olduğu sonucuna ulaşmışlardır. Yılmaz, Şahin & Akbulut (2016) ve Avcı & Oruç (2020) yaptıkları çalışmada öğretmenlerin ve öğrencilerin bilgi güvenliği farkındalıkların yüksek olduğu sonucuna ulaşmışlardır.…”

Section: E-uluslararası Eğitim Araştırmaları Dergisi Cilt: 12 No: 3 2021 Ss 82-100unclassified

Üniversite Öğrencilerinin Dijital Okuryazarlık Düzeyleri İle Dijital Veri Güvenliği Farkındalık Düzeyleri Arasındaki İlişkinin İncelenmesi

Göldağ¹

2021

E-International Journal of Educational Research

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The purpose of this research is to investigate the relationship between the digital literacy levels of university students and their digital data security awareness levels. The research was carried out in relational screening model. The population of the research consists of students studying at İnönü University in the Spring semester of the 2020-2021 academic year. 265 students who participated in the sample voluntarily were included. The 'Digital Literacy Scale', consisting of 17 items developed by Ng in 2012 and adapted into Turkish by Üstündağ, Güneş & Bahçıvan, was used to determine the digital literacy status of students. The original scale has a 4-factor structure. The Turkish version of the scale, on the other hand, consists of one factor and 10 items. The 'Digital Data Security Awareness' scale developed by Yılmaz, Şahin & Akbulut was used to scale students' awareness of digital data security. According to the results obtained in the research; students' digital literacy levels are moderate and digital data security awareness levels are high. The digital literacy levels and digital data security awareness levels of male students are higher than female students. There is no difference between the digital literacy and digital data security awareness levels of the students studying at the associate and undergraduate level. The digital literacy and digital data security awareness levels of the students who have a computer are higher than the students who do not have a computer. The digital literacy and digital data security awareness levels of students who use computers for a longer time daily are higher than students who use computers for shorter periods of time. There is no difference between digital literacy and digital data security awareness levels according to students' social media usage time. As students' level of use of digital devices increases, their level of digital literacy and digital data security awareness also increases. There is a highly positive and significant relationship between students' digital literacy levels and their awareness of digital data security.

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“…Meslek yüksekokullarına yönelik yapılan çalışmalarda bilgi güvenliğine yönelik derslerin incelendiği (Kale, 2016), yüksekokul öğrencilerinin bilgi güvenliği farkındalığı davranışları ve bu davranışları etkileyen faktörler ve etki düzeylerinin belirlendiği (Akyol & Uzun, 2021;Rençber & Mete, 2016), üniversite öğrencilerinin dijital veri güvenliği bilinç düzeylerinin, siber güvenlik davranışları ile bilgi güvenliği farkındalıklarının belirlendiği (Avcı & Oruç, 2020;Erdoğmuş, 2017;Göldağ, 2021;Korkmaz, 2018;Korovessis, 2013), ve öğretmen adaylarının bilişim güvenliği bilgilerinin ve farkındalıklarının incelendiği (Efe, 2019;Gökmen & Akgün, 2015) görülmüştür.…”

Section: Introductionunclassified

Ön Lisans Öğrencilerinin Bilgi Güvenliği Kazanımı Ve Farkındalık Düzeylerinin Belirlenmesi: Kırıkhan Meslek Yüksekokulu Örneği

Hakkari

2022

Bilgi Ve İletişim Teknolojileri Dergisi

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The aim of this paper is to determine the information security acquisition and awareness levels of associate degree students. The sample group of this paper consists of 161 associate degree students studying in various departments at Kırıkhan Vocational School. Information Security Acquisition and Information Security Awareness were used as data collection tools in this paper. The data were evaluated in terms of normal distribution and it was determined that they were normally distributed. Descriptive statistics, independent samples t-test and one-way ANOVA were used to analyze the data. Research findings show that the information security awareness level of the associate degree students was high, and their information security acquisition level was medium. It was found that the Information Security Acquisition mean of the students differ according to the programs they studied, and the Information Security Awareness Internet Browser and Network Security sub-dimension scores differ according to the age of the students. It was found that the information security acquisition of the students and all its sub-dimensions, Internet Security, Internet Browser and Network Security scores which are sub-dimensions of Information Security Awareness scale differ according to students’ state of knowing information crimes related to information security. The students' scores of Information Security Awareness, Information Security Acquisition and their sub-dimensions scores weren’t differ according to their grade level.

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Üniversite Öğrencilerinin Kişisel Siber Güvenlik Davranışları ve Bilgi Güvenliği Farkındalıklarının İncelenmesi

Cited by 9 publications

References 18 publications

Risk management in digitalized educational environments: Teachers’ information security awareness levels

Risk management in digitalized educational environments: Teachers’ information security awareness levels

Üniversite Öğrencilerinin Dijital Okuryazarlık Düzeyleri İle Dijital Veri Güvenliği Farkındalık Düzeyleri Arasındaki İlişkinin İncelenmesi

Ön Lisans Öğrencilerinin Bilgi Güvenliği Kazanımı Ve Farkındalık Düzeylerinin Belirlenmesi: Kırıkhan Meslek Yüksekokulu Örneği

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