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題名:臺灣中小學生社群網站隱私行為:以保護動機理論探討其相關因素
作者:周慧蓮
作者(外文):Chou, Hui-lien
校院名稱:國立交通大學
系所名稱:教育研究所
指導教授:周倩
學位類別:博士
出版日期:2018
主題關鍵詞:社群網站隱私保護動機理論social networking sitesprivacyprotection motivation theory
原始連結:連回原系統網址new window
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社群網路已日漸深植個人生活,各種應用平台雖以資訊分享為訴求,卻也內建數種隱私保護機制以防止使用者上傳的資訊遭人濫用。此一看似衝突的機制,讓社群網路成為研究隱私行為的絕佳場域。其中,「臉書(Facebook)」號稱為臺灣地區國人使用市占率最高的社群網路。雖然臉書限制使用者年齡須為十三歲以上,但是根據過往研究指出,不少年幼學生會謊報年齡、透過家人或朋友的協助而註冊臉書,並進而使用之。中小學生之身心發展未臻成熟,一方面容易被網路上新奇的事物所吸引,另一方面卻不能完全分辨是非黑白,亦無法熟稔各種線上保護機制。因此,影響中小學生於社群網站所採取之隱私行為的因素便有探討的必要性。瞭解影響中小學學生於社群網站上所為的各種資訊隱私行為之因素,有助於各教育單位預防或糾正學生的不當網路行為,亦可作為設計相關教育訓練的參考。
保護動機理論(Protection Motivation Theory)(Maddux & Rogers, 1983; Rogers, 1975; Rogers, Cacioppo, & Petty, 1983; Rogers & Mewborn, 1976)可以做為理論基礎,探討影響中小學學生於社群網站上所為各種資訊隱私行為的因素。保護動機理論源自恐懼訴求(fear appeals),應用起源於社交健康領域,例如戒菸行為或食用健康食品。傳播者企圖透過傳遞特定訊息使行為人知覺到易受傷害性(perceived vulnerability)和嚴重性(perceived severity),藉此降低行為人原有的問題行為意圖。傳播者傳遞訊息時通常會提出建議行為,藉由倡議建議行為的有效性(response-efficacy)以促使行為人採用該建議行為。保護動機理論立基於恐懼訴求的基本結構,再加入行為人自覺實踐建議行為的自我效能(self-efficacy)、建議行為的實踐成本(response costs),共同預測行為人的行為改變意圖。保護動機理論目前已被應用於不少資訊安全與線上隱私領域,包括實驗研究與問卷量化分析。
過往在資訊安全或隱私保護的領域中,以學校場域為研究背景並以保護動機理論進行實驗研究的文獻,多以美國大學生為施測樣本。總結而言,研究結果顯示,操弄恐懼訴求的傳播訊息,多能提高受測者的易受傷性、嚴重性以及反應效能感知。但是,由於實驗操弄變項並不是教育受測者如何實踐隱私保護行為,因此自我效能的感知不一定會被提高,遑論受測者對反應成本的感知。至於以保護動機理論進行問卷量化研究的文獻,填答樣本雖仍以大學生為主,但已不再侷限於美國地區的受測者。近年來也陸續出現幾篇以中學生為受測樣本的問卷量化研究,至於以小學生為問卷施測樣本的研究,則付之闕如。過往的問卷量化研究,多數雖和實驗研究相同,以保護性行為(protective practices)做為探討的依變項,如安裝防毒軟體或個人化網站的隱私設定,但近年來已出現少數文獻以問題行為(problematic practices)做為探討的依變項,常被探討的問題行為有線上自我揭露行為或帳號密碼共享行為。如前所述,由於社群網站的獨特機制,可能造成使用者一面進行隱私保護行為(如配置個人化網站的隱私安全設定),但卻一面洩漏個人隱私(如不時地發文或打卡)。保護性行為的增長並不完全意味著問題性行為的減少。因此,社群網站上的隱私行為,不論其為保護性或問題性行為,有其共同探討之必要性。
本論文係以「涉及臺灣中小學生社群網站(臉書)隱私行為的因素」為研究主題,主要研究問題包括中小學生的臉書使用盛行率、中小學生的臉書隱私行為現況、涉及臉書隱私行為的因素,以及性別與學段差異。本研究透過民國106年教育部「中小學資訊素養與倫理推廣計畫」團隊對全臺灣中小學生進行多階段抽樣與問卷調查,試圖了解目前臺灣中小學生的社群網站(臉書)資訊隱私行為,透過統計分析得知學段差別(國小、國中與高中)與性別差異。抽樣方式以回收2700份有效問卷為目標,依照各個縣市各學段的學生比例以及各縣市的班級平均學生數決定每個縣市所需抽樣的班級數。團隊先將臺灣地區各級學校編號,透過電腦隨機選號,再以電話接洽該學校,說明問卷調查的目的與方式,待對方接受後,原則上每個學校各年段再由校方自行抽選一個班級填答問卷(亦即,國小學校提供四、五與六年級各一班;國中提供一、二與三年級各一班;高中提供一、二與三年級各一班)。每一個學生的問卷係以個別信封包裝,再將整班問卷一併放置於紙箱寄送至學校。遇有學校不願意協助問卷調查者,團隊再行電腦隨機抽樣,繼續接洽該縣市的其他學校,至該縣市同意填答學校已達預計抽樣班級數為止。實際執行之抽樣校數,於國小段114班、國中段105班與高中段91班,總共寄出13470份問卷,收回2761份問卷,問卷回收率為20.50%。為確保學生隱私與個人自主權,此一問卷調查除了經過交通大學人體與行為研究倫理委員會審查通過,並採不記名方式且無提供獎勵機制,學生採自願填答制,學校雖同意協助發放與回收問卷,學生及其家長仍可拒絕填答,遇有疑義時亦可直接接洽團隊連絡窗口。
本次調查,針對各縣市學校雖採隨機抽樣,於取得校方初步同意後進行問卷調查。由於填答對象係以班級為單位,同一班級內的學生便不具樣本獨立性,班級同學的感知與社群網站隱私行為可能受到同儕的影響而具有一定程度的相依性;於是本研究在採用結構方程模式(structural equation modeling)進行路徑分析探討涉及保護性與問題性隱私行為的因素之際,亦考量樣本的相依性。根據不同的研究問題特性,透過樣本誤夾心方差估算法(sandwich standard error estimator)或多層次結構方程模式分析方法(multilevel structural equation modeling),消弭樣本相依性的問題,以求得更精確的統計估計數值與顯著性。此外,本研究橫跨國小、國中與高中三個學段,為了進行各學段學生的隱私態度與行為之比較,本研究亦以取得問卷構念的量測衡等性(measurement invariance)為前提要件,待衡等性確認後,再比較各學段或不同性別學生的感知與行為差異。
根據問卷統計結果,將近60%的國小學生,大約95%的國中與高中學生有使用臉書之習慣。由於本研究旨在探討涉及中小學生社群網站隱私行為之因素,因此僅針對具有臉書使用習慣的2368份學生問卷進行後續的統計分析。在刪除部分不適合的題項後,由統計分析結果得知問卷具備良好的信效度,問卷構念在各學段與不同性別的學生間亦具有量測衡等性。分析結果發現,中學生的隱私行為有性別差異;男生較女生常進行問題性隱私行為(如不限制社群網站發文的觀賞權限),男生較女生少進行保護性隱私行為(如配置社群網站的隱私安全設定)。但在國小學生中,各類隱私行為並未顯現統計上的性別差異。
保護動機理論包含五個構念:「易受傷害性」、「嚴重性」、「自我效能」、「反應效能」與「反應成本」。考量學生的認知能力有限,僅將「易受傷害性」與「嚴重性」納入國小學生的問卷施測。國中與高中學生的問卷施測,雖然原本包含五個構念,但「自我效能」與「反應效能」構念相關性太高,造成問卷缺乏區別效度(discriminant validity)。本研究遂刪除「自我效能」構念,僅以其他四個構念進行國中與高中學生的後續統計分析。在各個學段的學生問卷統計分析中,「易受傷性」與隱私行為的關連性未如理論所示的方向一致。原始理論說明當行為人感知隱私愈容易受到傷害時,愈不會進行問題性行為;但是本研究統計分析結果的解讀是,常進行問題性隱私行為的學生相應地感知到較高的隱私易受傷害性。本研究推論此一差異的起因是原始理論係由實驗設計導出,但本次研究以問卷調查為主,因此不具因果關係的方向性。「嚴重性」是個相對穩定的關聯因素。在各學段的學生樣本中,均可顯現高嚴重性感知對應學生進行較多的保護性行為與較少的問題性行為。「反應效能」與「反應成本」兩個構念,僅針對國中與高中生樣本進行施測。其中,「反應效能」在高中生樣本中出現顯著關聯:認為反應效能高的高中生,會進行較多的保護性行為與較少的問題性行為。「反應成本」則是在國高中生間均與問題性行為呈正相關。一般而言,國高中學生會進行問題行為者,多認為實施建議行為的成本過高。然而,反應成本在國高中生間,均與保護行為無顯著相關。
隱私涉及主觀判斷,不見得有對錯可言。本文所謂的問題隱私行為也並非全然不可接受,但是可能因此產生對他人、對自己的高風險。本研究冀望透過上述關於隱私行為的相關因素探討,提供教師設計隱私教材的參考方向,可以教育學生理解放棄隱私的利弊得失,讓其於充分理解後做出保護自身隱私程度的選擇,以及具有尊重他人隱私的同理心。綜合上述統計分析結果,本研究建議設計隱私教材時有以下幾點可以參考。其一,針對各年齡層的學生,均可強調隱私侵害的嚴重性,並將課程連貫性納入考量。強調嚴重性可讓學生意識到網路隱私問題,藉此讓學生多進行保護性隱私行為,少做問題性隱私行為。其二,本次研究結果發現學生感知到的建議措施有效性(亦即「反應效能」)可以促使高年級生多做保護性行為與少進行問題性行為。因此建議可針對「反應效能」差異化設計國中與高中的隱私教材:國中教材可以教授基本的隱私保護技能,例如使用公用電腦時確實登出各種網路服務,並提醒學生「登出動作」之時間成本極小。而高中教材則以教授學生各種隱私保護措施,並強調其應付隱私侵害的有用性,例如教導並說明社群網站上各個隱私安全設定的設定方式與用途所在。高中教材在教授學生各種保護技能的同時,仍要避免造成學生的時間精力負荷,以可讓學生容易取得且簡易上手的保護技能為主,譬如確實執行隱私安全保護設定等。最後,性別差異在國中階段特別顯著,因此建議國中年段的教師可以多注意男學生的網路隱私行為。
本研究採用臺灣中小學生為調查對象,樣本具代表性,針對同班或同校同學的相依性,亦透過不同統計方法予以消除,因此研究結果具一定程度的推論性。研究結果可用以了解臺灣中小學生的資訊隱私行為態樣,以及相關涉入因素,有助於各教育單位預防或糾正學生的不當網路行為。同時,藉由一次性收得國小、國中與高中學生樣本,本研究所進行的學段比較與性別差異分析,亦可作為設計連貫性教育訓練的參考。
本研究以臉書做為社群網路的主要場域,但隨時代變遷與科技進步,臉書亦有被其他社群網站平台取代的可能性。中小學生的網路行為何其多,尚包括線上遊戲與多媒體分享等。任何網路活動上的隱私行為,均可作為未來研究主軸。此外,建議未來要編寫適合中小學生填答的保護動機量表時,或可刪除易受傷性構念改為隱私受侵害的先前經驗,並以自我效能取代反應效能等,以探討涉及網路隱私行為的相關因素,期能提供教材設計更為明確的方向。
The advent of the Internet has changed people’s life revolutionarily. Second thoughts about the technology use, however, always have to run in response to the fears expressed in the context of online privacy. Among all the Internet activities, social networking sites (SNSs) offer many mechanisms for users to share personal data as well as to restrict the access to the disclosure. However, underage students (in the current study, aged 18 or below) are often not mature enough to be aware of online risks as well as safeguards. Facebook, being prominent SNS for the underage students in Taiwan, is thus chosen as the main theme to explore factors relating to online privacy practices.
In the current study, the Protection Motivation Theory (PMT) is adopted to explain why underage students conduct various privacy practices when confronted with the risks. According to the PMT, an individual will appraise the factors incurring threats as well as the competence of tackling the incidents, and then decide to keep or modify the behavior. The key components of the PMT involve perceived vulnerability, perceived severity, self-efficacy, response efficacy and response costs.
This study has six research questions. The first one is to find out the prevalence of Facebook usage among the underage students in Taiwan. The second one is to grasp a general understanding of students’ protective and problematic privacy practices on Facebook. The third one is to investigate the gender difference of students’ privacy practices. The fourth to the sixth research questions are to explore the factors relating to students’ privacy practices and the schooling level differences thereof. These research questions were answered by the analysis of the quantitative data collected from the cross-sectional surveys. The survey involves respondents' general information, the PMT measurement instrument, and ten indicators concerning online privacy practices developed based on the prior studies. Multistage sampling was adopted to secure a representative sample of the underage students all around Taiwan. With a response rate of 20%, the team collected 714, 1057 and 990 questionnaires from students in three schooling levels (elementary, junior high, and senior high schools) respectively.
According to the analytical results, the students in primary education engage in less protective privacy practices than those in secondary education do. The younger students also conduct more problematic practices towards themselves than older ones do. It highlights the necessity of privacy education for the underage. Males in the secondary education, when compared with females, are less willing to conduct the protective privacy practices. On the other hand, males are more inclined to conduct problematic privacy practices. The last finding is the “new” relationships between the PMT components and underage students’ online privacy practices. That is, perceived vulnerability is perplexing in explaining students’ privacy practices. However, perceived severity bears a consistent relationship with privacy practices for students across three schooling levels. Response efficacy links positively to senior high school students’ protective practices, and negatively to problematic practices. Response costs have no significant relationship with protective practices, but relate positively to problematic practices for students in secondary education. Several suggestions for the instructional designs of the privacy education are proposed based on the results of the analyses. A new framework of exploring factors relating to students’ privacy practices is presented as well.
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