Undergraduates’ Knowledge Attitude and Behavior (KAB) towards the Disclosure of Personal Data Online in China

For reliability data for this questionnaire, Cronbach's alpha was employed. The statistical analysis's findings are presented in this section, and the aforementioned research questions are put to the test. We investigated college students' understanding of online privacy breaches. The average inter-item correlation and average total item correlation were used to assess Cronbach's alpha (.905). In this preliminary analysis, after removing certain questions, the valid questions were Qs: 1, 3, 4, 5, 7, 10, 12, 14, 18, 21, 22, and 27. We analyzed college students' attitudes toward online personal information leakage. The average inter-item correlation and average total item correlation were used to assess Cronbach's alpha (.896). After removing certain questions, the following questions were determined to be valid in this preliminary analysis Qs: 32, 33, 34, 35, 36, 38, 41, 42, 43, 45, 46, 47, 49, 53, 54, 55, 56, 57, and 58. We analyzed the behavior of college students' online personal information leakage. The average inter-item correlation and average total item correlation were used to assess Cronbach's alpha (.857). Through preliminary examination, it was determined that the following questions were valid Qs: 60, 61, 62, 63, 65, 66, 67, 68, 69, 70, 71, 72, 76, 77, 79, 80, 81, 82, and 85. The variables' normality was examined. Because there were more than 50 participants, predetermined tests like Kolmogorov-Smirnov and Shapiro-Wilk were inappropriate. A manual evaluation was used to determine the skewness and kurtosis values. The term "normal distribution" was used to describe samples with skewness between -2 and +2 and kurtosis between -7 and 7. Average knowledge (skewness = -.237, kurtosis = 1.307), attitude (skewness = -.394, kurtosis =-.657), and behavior (skewness = -.166, kurtosis =.351) were all within the acceptable threshold range and were normally distributed. Figures 1-3 show that the data develops roughly along the normal distribution line in the quantile plot, with some deviations in the tail. Based on these figures, we can safely assume that this set of data is normally distributed. Because equal variance is not achieved, Pillai's Trace can only be used for analysis, (Anderson and Walsh, 2013) where the significance test shows that the significance value of gender is 017 [41]. If the value is 0.01P0.05, the difference is significant. As a result, the analysis reveals that only gender can detect the difference. Another test of between-subjects effects analysis revealed that in the significance test, only gender and mean knowledge had an effect (<.001), indicating that there was a difference between males and females. Differences between grades, mean knowledge, mean attitude, and mean behavior of different years are shown in Figure 4. Figure 4 depicts the average values and differences in knowledge, attitude, and behavior of different grades regarding the disclosure of personal information online. The mean values of the freshman's knowledge, attitude, and behavior are 2.330, 2.768, and 2.776, respectively. Sophomores’ mean values for knowledge, attitude, and behavior were 2.875, 3.090, and 2.901, respectively. Juniors' mean knowledge, attitude, and behavior scores were 2.974, 3.075, and 2.898, respectively. Seniors’ mean values for knowledge, attitude, and behavior were 2.542, 2.974, and 2.925, respectively. In terms of knowledge, the difference between freshmen and juniors was the largest. In terms of attitude, the difference was greatest between freshmen and sophomores. In terms of behavioral averages, the freshman and senior years differed the most. Less understanding to understanding, less agreement to mostly agreement, and less agreement to mostly agreement are the mean values for knowledge, attitude, and behavior, respectively. Figure 5 shows the average values and professional differences in the three aspects of knowledge, attitude, and behavior for various majors. In general, the mean values of knowledge, attitude, and behavior in the liberal arts are 2.599, 2.926, and 2.806, respectively. The mean values of knowledge, attitude, and behavior in engineering are 2.442, 2.800, and 2.895, respectively. The mean values of knowledge, attitude, and behavior in science were 3.000, 3.204, and 2.904, respectively. In terms of knowledge, the difference between engineering and science was the largest. In terms of attitude, the difference was greatest between engineering and science. In terms of behavior, the difference was greatest between science and engineering. Less understanding of understanding, less agreement to mostly agreement, and less agreement to mostly agreement are the mean values of knowledge, attitude, and behavior, respectively. Figure 6 depicts the average values and gender differences in knowledge, attitudes, and behaviors. In general, the mean values of boys' knowledge, attitude, and behavior were 2.922, 2.958, and 2.968, respectively. Girls' mean knowledge, attitude, and behavior scores were 2.298, 2.858, and 2.719, respectively. Less understanding of understanding, less agreement to basic agreement, and less agreement to basic agreement were associated with lower mean values of knowledge, attitude, and behavior, respectively.