Internet Self-regulation in Higher Education: A Metacognitive Approach to Internet Addiction - Human Aspects of Information Security and Assurance Access content directly
Conference Papers Year : 2020

Internet Self-regulation in Higher Education: A Metacognitive Approach to Internet Addiction

Abstract

Etiological models of Internet Addiction (IA) have repeatedly highlighted the self-regulatory functions of an individual as an important factor in the development and maintenance of pathological use of the Internet. Moreover, neuroimaging studies have shown significant changes in the activity and structure of the prefrontal cortex in Internet Addicts. This brain region is responsible for executive functions such as impulsivity, self-regulation, self control and goal-based decision making. University students have been recognised throughout IA research as an at-risk population. Additionally, IA has recently been strongly linked to risky cybersecurity behaviour, framing students as vulnerable to cybersecurity risks. This paper presents the results of a content analysis which attempted to identify whether technological interventions have been documented within a higher educational context to assist in the prevention of IA through the promotion of self-regulatory functions of Internet use. No studies were found which met the primary objective of the analysis however, secondary objectives were achieved. Various novel findings, as well as some consistent with previous research in the field, were derived from studies that could be used towards a preventative intervention which leverages metacognitive components.
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hal-03657719 , version 1 (03-05-2022)

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Dean Schoultz, Kerry-Lynn Thomson, Johan Van Niekerk. Internet Self-regulation in Higher Education: A Metacognitive Approach to Internet Addiction. 14th International Symposium on Human Aspects of Information Security and Assurance (HAISA), Jul 2020, Mytilene, Lesbos, Greece. pp.186-207, ⟨10.1007/978-3-030-57404-8_15⟩. ⟨hal-03657719⟩
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