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Disclosure and Privacy Settings on Social Networking Sites: Evaluating an Instructional Intervention Designed to Promote Informed Information Sharing

Author

Listed:
  • Karin Archer

    (Department of Psychology, Wilfrid Laurier University, Waterloo, Canada)

  • Eileen Wood

    (Department of Psychology, Wilfrid Laurier University, Waterloo, Canada)

  • Amanda Nosko

    (Department of Psychology, Wilfrid Laurier University, Waterloo, Canada)

  • Domenica De Pasquale

    (Department of Psychology, Wilfrid Laurier University, Waterloo, Canada)

  • Seija Molema

    (Department of Psychology, Wilfrid Laurier University, Waterloo, Canada)

  • Emily Christofides

    (Department of Psychology, Wilfrid Laurier University, Waterloo, Canada)

Abstract

The present study evaluated a video-based intervention designed to permit users of social networking to make informed decisions about the information they disclosed online. The videos provided information regarding potential risks of disclosure and well as step-by-step instructions on privacy setting use. Novice (n=40) and experienced (n=40). FacebookTM users were randomly assigned to either the video intervention condition, or given the choice to watch the video intervention then were asked to construct a new FacebookTM account or work on their existing account. Viewing the video encouraged greater use of privacy settings as well as use of more restrictive privacy settings. Gender differences revealed greater use of privacy settings among women. Experienced users continued to disclose more than novice users, however, they increased their use of privacy settings which restricted the availability of the disclosed information. This study shows promising use of direct and explicit instruction in the teaching of privacy online.

Suggested Citation

  • Karin Archer & Eileen Wood & Amanda Nosko & Domenica De Pasquale & Seija Molema & Emily Christofides, 2014. "Disclosure and Privacy Settings on Social Networking Sites: Evaluating an Instructional Intervention Designed to Promote Informed Information Sharing," International Journal of Cyber Behavior, Psychology and Learning (IJCBPL), IGI Global, vol. 4(2), pages 1-19, April.
    • Handle: RePEc:igg:jcbpl0:v:4:y:2014:i:2:p:1-19
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