Older drivers' insight into their hazard perception ability

Even though the driving ability of older adults may decline with age, there is evidence that some individuals attempt to compensate for these declines using strategies such as restricting their driving exposure. Such compensatory mechanisms rely on drivers’ ability to evaluate their own driving performance. This paper focuses on one key aspect of driver ability that is associated with crash risk and has been found to decline with age: hazard perception. Three hundred and seven drivers, aged 65–96, completed a validated video-based hazard perception test. There was no significant relationship between hazard perception test response latencies and drivers’ ratings of their hazard perception test performance, suggesting that their ability to assess their own test performance was poor. Also, age-related declines in hazard perception latency were not reflected in drivers’ self-ratings. Nonetheless, ratings of test performance were associated with self-reported regulation of driving, as was self-rated driving ability. These findings are consistent with the proposal that, whileself-assessments of driving ability may be used by drivers to determine the degree to which they restrict their driving, the problem is that drivershave little insight into their own driving ability. This may impact on the potential road safety benefits of self-restriction of driving because drivers may not have the information needed to optimally self-restrict. Strategies for addressing this problem are discussed.     

Fighting identity theft: The coping perspective

The proliferation of the online business transaction has led to a large number of incidents of identity theft, which have incurred expensive costs to consumers and e-commerce industries. Fighting identity theft is important for both online business and consumers. Although the practical significance of fighting identity theft has been of great interest, empirical studies on identity theft are very limited. Drawing upon coping behavior theories, this study examines two types of coping behaviors to fight identity theft (i.e., conventional coping and technological coping). Following structural equation modeling approach, we test the model using data collected from 117 subjects through a survey. The results reveal that both conventional coping and technological coping are effective to defend against identity theft. Technological coping is determined by an individual's conventional coping, self-efficacy, perceived effectiveness of coping, and social influence. This study presents a timely empirical study on identity theft, and provides valuable insights for consumers, government agencies, and e-commerce industries.     

Perceived self-efficacy and technology proficiency in undergraduate college students

Technology has become an integral part of the world in which we live. Today's undergraduate college students have extensive exposure to technology in all aspects of their lives, so educators would expect all students to be technologically proficient. However many people do not easily gain proficiency with computer technologies. The ability to master a skill can be examined as self-efficacy. Self-efficacy provides a mechanism to explain individual behavior and may be defined as a person's perceived capability to perform a behavior.     

The effects of SNS communication: How expressing and receiving information predict MERS-preventive behavioral intentions in South Korea

Individuals use social network sites (SNSs) as an effective tool for communicating relevant information with others during the outbreak of infectious diseases. However, little is known about the underlying mechanism through which communicative behaviors influence preventive behaviors. Thus, in the context of Middle East respiratory syndrome (MERS) in South Korea, this study investigated how two communicative behaviors (message expression and reception) in SNSs affected the communicators’ intentions to engage in MERS-preventive behaviors. Using data collected from a nationally representative panel survey of 1000 Korean adults aged 19 or older, we examined a theoretical expression and reception effects model. Results support the presence of effects from expressing and receiving MERS-related information via SNSs and their underlying mechanism during South Korea’s MERS outbreak. Public health officials and communication professionals should actively use SNS communication in coping with public health crisis caused by emerging infectious diseases.     

A formative analysis of individual differences in the effectiveness of learning objects in secondary school

The purpose of this study was to examine individual differences in the effectiveness of learning objects in secondary school classrooms. Specifically, gender, age, grade, subject area, and computer comfort (self-efficacy) were examined in 850 students. Effectiveness was measured in terms of student attitude (learning, quality, and engagement) and student performance. No gender differences were observed between males and females with respect to student attitudes or performance. Age was significantly correlated with student attitudes and performance, however correlation coefficients were small. Grade 12 students were more positive about learning objects and performed better than grade 9 and 10 students. Science students had significantly more positive attitudes and performed better than mathematics students. Finally, students who were more comfortable about computers, appreciated learning objects more than their less confident peers, however performance was unaffected.     

对信息技术教学中学生自我效能感培养的探讨

本文主要分析了信息技术教学中干涉学生自我效能感的因素,并且提出了在信息技术教学中建立和培养学生自我效能感具体的方法与措施。     

Students’ tool-use within a web enhanced course: Explanatory mechanisms of students’ tool-use pattern

The popularity of content management systems (CMSs) in today’s higher education is driven by the assumption that providing a rich toolset and leaving the use of this toolset under learner control will stimulate self-regulated and deeper learning. Current evidence on students’ tool-use within CMS supported courses however tackles this assumption and indicates that CMSs may empower students’ learning only under particular learner-related conditions. The current study addresses this concern and investigates how students’ tool-use within a CMS supported course can be explained in terms of (a) students’ conceptions on the tool functionalities, (b) self-efficacy beliefs for self-regulated learning and (c) goal orientation. Data were collected within a first year undergraduate course ‘Learning and Instruction’. Students’ (n = 182) tool-use within the course was logged throughout the course episode and the influencing variables were measured through questionnaires. K-means cluster analyses revealed four clusters that reflected differences in students’ tool-choice and tool-use throughout the course. Multinominal regression analyses revealed that these tool-use differences could be explained in terms of students’ goal orientation. The study provides thus perspectives in order to capture students’ academic motivation through unobtrusive, behavioral, measures. Furthermore, questions are raised regarding the parallel between students’ tool-use pattern and study strategy use.     

Predictors of job seekers’ self-disclosure on social media

Social media-based screening is a well-known practice to both recruiters and job seekers. Little is known, however, about how job seekers present themselves on social media, i.e. ‘self-disclosure’, for employment purposes. This study builds on the theories of hyperpersonal computer-mediated communication, self-efficacy and social exchange to examine job seekers’ professional online image concerns, social media self-efficacy, and perceptions of social media effectiveness in the job search as predictors of inappropriate and career-oriented self-disclosures on these media. Findings from a sample of 3374 Italian respondents showed that career-oriented self-disclosure was predicted by all three factors, whereas inappropriate self-disclosure was only predicted by social media self-efficacy. Furthermore, the relationship between professional online image concerns and inappropriate self-disclosure was moderated by age, education and work experience, but not by gender. Theoretical and practical implications are discussed, and directions for future research are suggested.