Enhancing primary school children’s knowledge of online safety and risks with the CATZ co-operative cross-age teaching intervention: Results from a pilot study

Hdl Handle:
http://hdl.handle.net/10034/620431
Title:
Enhancing primary school children’s knowledge of online safety and risks with the CATZ co-operative cross-age teaching intervention: Results from a pilot study
Authors:
Boulton, Michael J.; Boulton, Louise; Camerone, Eleonora; Down, James; Hughes, Joanna; Kirkbride, Chloe; Kirkham, Rachel; Macaulay, Peter; Sanders, Jessica
Abstract:
Children are heavy users of the internet and prior studies have shown that many of them lack a good understanding of the risks of doing so and how to avoid them. This study examined if the Cross-Age Teaching Zone (CATZ) intervention could help children acquire important knowledge of online risks and safety. It allowed older students to act as CATZ tutors to design and deliver a lesson to younger schoolmates (tutees), using content material about online risks and safety provided by adults. Students in Year 6 (mean age = 11.5 years) were randomly assigned to act as either CATZ tutors (n= 100) or age-matched controls (n = 46) and students in Year 4 (mean age = 9.5 years) acted as either CATZ tutees (n = 117) or age-matched controls (n = 28) (total N = 291). CATZ tutors but not matched controls scored significantly higher on objective measures of knowledge of both online risks and safety, and CATZ tutees but not matched controls did so for online safety. Effect sizes were moderate or large. CATZ was highly acceptable to participants. The results suggest that CATZ is a viable way to help school students learn about online dangers and how to avoid them.
Affiliation:
University of Chester
Citation:
Boulton, M. J., et. al. (2016). Cyberpsychology, Behavior, and Social Networking, 19(10), 609-614. DOI: 10.1089/cyber.2016.0046.
Publisher:
Mary Ann Liebert
Journal:
Cyberpsychology, Behavior, and Social Networking
Publication Date:
1-Oct-2016
URI:
http://hdl.handle.net/10034/620431
DOI:
10.1089/cyber.2016.0046
Additional Links:
http://online.liebertpub.com/doi/10.1089/cyber.2016.0046
Type:
Article
Language:
en
Description:
Final publication is available from Mary Ann Liebert, Inc., publishers http://dx.doi.org/10.1089/cyber.2016.0046
EISSN:
2152-2723
Appears in Collections:
Psychology

Full metadata record

DC FieldValue Language
dc.contributor.authorBoulton, Michael J.en
dc.contributor.authorBoulton, Louiseen
dc.contributor.authorCamerone, Eleonoraen
dc.contributor.authorDown, Jamesen
dc.contributor.authorHughes, Joannaen
dc.contributor.authorKirkbride, Chloeen
dc.contributor.authorKirkham, Rachelen
dc.contributor.authorMacaulay, Peteren
dc.contributor.authorSanders, Jessicaen
dc.date.accessioned2017-03-13T13:41:08Z-
dc.date.available2017-03-13T13:41:08Z-
dc.date.issued2016-10-01-
dc.identifier.citationBoulton, M. J., et. al. (2016). Cyberpsychology, Behavior, and Social Networking, 19(10), 609-614. DOI: 10.1089/cyber.2016.0046.en
dc.identifier.doi10.1089/cyber.2016.0046-
dc.identifier.urihttp://hdl.handle.net/10034/620431-
dc.descriptionFinal publication is available from Mary Ann Liebert, Inc., publishers http://dx.doi.org/10.1089/cyber.2016.0046en
dc.description.abstractChildren are heavy users of the internet and prior studies have shown that many of them lack a good understanding of the risks of doing so and how to avoid them. This study examined if the Cross-Age Teaching Zone (CATZ) intervention could help children acquire important knowledge of online risks and safety. It allowed older students to act as CATZ tutors to design and deliver a lesson to younger schoolmates (tutees), using content material about online risks and safety provided by adults. Students in Year 6 (mean age = 11.5 years) were randomly assigned to act as either CATZ tutors (n= 100) or age-matched controls (n = 46) and students in Year 4 (mean age = 9.5 years) acted as either CATZ tutees (n = 117) or age-matched controls (n = 28) (total N = 291). CATZ tutors but not matched controls scored significantly higher on objective measures of knowledge of both online risks and safety, and CATZ tutees but not matched controls did so for online safety. Effect sizes were moderate or large. CATZ was highly acceptable to participants. The results suggest that CATZ is a viable way to help school students learn about online dangers and how to avoid them.en
dc.language.isoenen
dc.publisherMary Ann Lieberten
dc.relation.urlhttp://online.liebertpub.com/doi/10.1089/cyber.2016.0046en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectOnline risksen
dc.subjectOnline safetyen
dc.titleEnhancing primary school children’s knowledge of online safety and risks with the CATZ co-operative cross-age teaching intervention: Results from a pilot studyen
dc.typeArticleen
dc.identifier.eissn2152-2723-
dc.contributor.departmentUniversity of Chesteren
dc.identifier.journalCyberpsychology, Behavior, and Social Networkingen
dc.date.accepted2016-08-30-
or.grant.openaccessYesen
rioxxterms.funderUnfundeden
rioxxterms.identifier.projectUnfundeden
rioxxterms.versionAMen
rioxxterms.licenseref.startdate2016-10-01-
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