Kiddie Hackers
Introduction/BLUF
This review discusses the article “Juvenile Hackers: An Empirical Test of Self-Control Theory and Social Bonding Theory” by Sinchul Back, Sadhika Soor, and Jennifer LaPrade (2018). The study looks at whether well-known criminology theories can explain why teenagers hack computers in eight different countries. The authors found that low self-control makes hacking much more likely, while strong parental supervision and feeling connected to school reduce hacking. Their work shows that ideas from the social sciences are very helpful for understanding cybersecurity issues.
Relation/Connection to Social Science Principles
The study connects to many important social science principles. First, it shows the role of social influence, since parents, friends, and schools all shape how teens behave online. Second, it deals with individual differences, because teens vary in their level of self-control and risk-taking. Third, it ties into the developmental perspective, recognizing that adolescence is a time when young people test boundaries and explore new behaviors. Fourth, the study uses a cross-cultural perspective by comparing teens from eight different countries, reminding us that culture influences behavior. Fifth, socialization is central, because both theories used in the study focus on how family and school teach norms and expectations. Sixth, the authors follow the scientific method by forming hypotheses, collecting data, and using statistics to test their ideas. Finally, the article reflects the ecological systems perspective, since behavior is shaped by different social environments like family, school, and peer groups.
Research Question/Hypothesis/Independent Variable/Dependent Variable
The study focuses on two main questions: whether older criminology theories can help explain cybercrime, and whether juveniles from different countries show similar patterns in hacking behavior. To investigate this, the authors tested five hypotheses. They predicted that low self-control would make hacking more likely, while strong parental attachment, strong parental supervision, more involvement in family activities, and a stronger connection to school would each make hacking less likely. The dependent variable in the study is whether a student hacked within the past year, measured with a simple yes-or-no question. The independent variables are the five major factors the researchers examined: low self-control, attachment to parents, parental supervision, involvement in family activities, and school attachment. The three control variables: gender, birthplace, and city size, were included to help explain differences among students.
Types of Research Methods Used
The authors used a quantitative research method, meaning they analyzed numbers and statistics instead of interviews or observations. They used data from the International Self-Report Delinquency Study, which included nearly 19,000 students aged 12 to 15 from the United States, Venezuela, Spain, France, Germany, Poland, Hungary, and Russia. Most students completed pencil-and-paper surveys in their classrooms. The researchers chose this method because many teenagers who hack are never caught, so self-reported surveys provide a clearer picture of their behavior. The sample was also carefully selected to include students from large cities, medium cities, and small towns in each country.
Types of Data Analysis Used
Several statistical methods were used to analyze the data. First, the authors used factor analysis to group related survey questions into reliable scales. They then checked the reliability of these scales using Cronbach’s alpha. They also tested for multicollinearity to make sure the independent variables were not too closely related. The main type of analysis was logistic regression, which helps show how each variable increases or decreases the likelihood of hacking. The authors ran separate models for each country to see how the results compared. Finally, they reported descriptive statistics and used the Nagelkerke R-Square to show how much of the hacking behavior could be explained by the variables they studied.
Connections to Other Course Concepts
This study connects to many ideas we cover in cybersecurity and social science coursework. It supports the idea that cybersecurity involves human behavior, not just technology. The findings also connect to routine activities theory, since parental supervision acts like a guardian that helps prevent crime. The study links to social learning theory, showing how teens may learn risky or deviant behaviors from peers. It also demonstrates the importance of the human factor in cybersecurity, since self control and social bonds influence whether someone chooses to hack. The international part of the study highlights global cybersecurity challenges and how cybercrime crosses borders. The focus on teens connects to developmental criminology, showing the value of early intervention. The results also relate to deterrence theory, suggesting that certainty of being caught may matter more than harsh punishment, especially for impulsive teens.
Connections to the Concerns or Contributions of Marginalized Groups
The study has important implications for marginalized or vulnerable youth. Teens with limited parental supervision, unstable home environments, or fewer resources may be more likely to engage in hacking. This is especially relevant for low-income families or single-parent households where supervision is harder to maintain. The study also found that males were more likely to hack than females, which may reflect gender socialization. In some countries, students born outside the country, such as immigrants or refugees, showed different patterns in hacking behavior, suggesting that social disadvantages may influence online actions. The findings show that improving family support, school engagement, and accessible youth programs can help reduce hacking among at risk groups. The research also challenges stereotypes that hackers are simply “bad kids,” pointing instead to social factors that can be changed.
Overall Societal Contributions of the Study/Conclusion Overall, this study makes important contributions to the fields of cybersecurity and social science. It shows that theories originally developed for traditional crime still apply to cybercrime, meaning that online behavior follows many of the same rules as offline behavior. The study also highlights that low self-control is a strong predictor of hacking in every country studied, suggesting that certain traits influence behavior across cultures. For policymakers, the findings point toward prevention programs that support families, improve supervision, and build stronger school connections. Instead of relying only on strict punishments or technical tools, the study shows that understanding the social causes of hacking can lead to more effective solutions. For parents and educators, the research emphasizes the importance of involvement, communication, and creating supportive environments for teens. In the end, the study helps society better understand that cybercrime is not just a technological problem, but a human one that requires human-centered solutions.
Reference
Back, S., Soor, S., & LaPrade, J. (2018). Juvenile hackers: An empirical test of self-control theory and social bonding theory. *International Journal of Cybersecurity Intelligence & Cybercrime, 1*(1), 40-55. https://doi.org/10.52306/01010518VMDC9371 https://vc.bridgew.edu/ijcic/vol1/