Article Review #1: Factors Influencing the Formation of Intellectual Security among
University Students
Student Name: Nathanael Birhan
Date: Feb, 20 2025
Introduction
Intellectual security is also a significant parameter in the student development process,
especially in our current age of technology. “Factors Influencing the Formation of Intellectual
Security among University Students: A Field Study” by Rommel Mahmoud AlAli et al. (2024)
sets forth several parameters affecting intellectual security among university students.
Published in the International Journal of Cyber Criminology, the article discusses the influence
of digital media, university life, family life, and social media on the critical questioning of
information by university students. With this context, this critique discusses the article’s
contribution to social sciences and cybersecurity studies, its methodology, and its contribution to
society.
Relevance to Social Sciences
The study abides by social science ethics as it explores the way extrinsic social factors
determine intellectual security. The study reveals how students within the university attain
critical thinking capability as a response to aspects such as digital media, home background,
and study environments. Intellectual resilience is emphasized as the status of the era in modern
society, one which is a source of worry for social sciences.
Research Questions and Hypotheses
The research will determine the determinants of intellectual security and whether gender and
level of study have a critical influence. The research questions are: (1) What is intellectual
security determined by? (2) Does intellectual security differ by gender? (3) Does intellectual
security differ by level of study? The research predicts that gender and level of study have a
critical influence on how students perceive intellectual security.
Research Methods and Data Analysis
The research used cross-sectional research design with quantitative measures using survey
methods. Data were gathered from 652 university students in Algeria and Jordan that were
randomly selected by purposive sampling. Results were elicited by descriptive statistics,
ANOVA, and t-tests to conclude that the most significant dimension was digital media. Despite
the presentation of assumptions at the outset, results showed that there was no difference along
gender or intellectual security in academic performance.
Relation to Course Concepts
Higher-order ideas from course readings, including media influence, critical thinking, and social
resilience, are evidenced in the study. The findings point to the increasing demand for digital
literacy instruction and university deliberations on intellectual security, in tandem with
cybersecurity issues in the social sciences.
Implications for Marginalized Groups
The research highlights education and media literacy as central to preparing marginalized
groups. In calling for open debate and critical assessment of information, the research
acknowledges inclusive policy initiatives within education can bridge knowledge security divides
among minority student groups.
Contributions to Society
This study assists in enhancing society’s well-being by promoting courses in digital literacy in
university learning. The suggestions of the research urge universities to implement critical
thinking courses to assist students in comprehending false digital information, thereby
developing a well-educated society.
Conclusion
This study assists in enhancing society’s well-being by promoting courses in digital literacy in
university learning. The suggestions of the research urge universities to implement critical
thinking courses to assist students in comprehending false digital information, thereby
developing a well-educated society.
Reference
AlAli, R. M., Al-Halalat, K. I., Beichi, A., Al-Barakat, A. A., Al-Saud, K. M., & Aboud, Y. Z. (2024).
Factors influencing the formation of intellectual security among university students: A field study.
International Journal of Cyber Criminology, 18(1), 108-129.
Article Review #2
Nathanael Birhan
CYSE 201S
12 April 2025
Article Review #2: Cyberbullying and Mental Health Among Jordanian College Students
Bottom Line Up Front (BLUF): This review article reviews the study “Cyberbullying and Cyberbullicide Ideation Among Jordanian College Students” by Al-Badayneh, Khelifa, and Ben Brik (2024). The study investigates the connection between cyberbullying and suicidal ideation, especially among young college students in Jordan. The article uses surveys to measure bullying experience and correlates those findings with the mental health of the students. The review illustrates that cyberbullying is not merely a technological issue but an acute social science concern that has real-world consequences.
Social Science Principles and the Topic: This review article reviews the study “Cyberbullying and Cyberbullicide Ideation Among Jordanian College Students” by Al-Badayneh, Khelifa, and Ben Brik (2024). The study investigates the connection between cyberbullying and suicidal ideation, especially among young college students in Jordan. The article uses surveys to measure bullying experience and correlates those findings with the mental health of the students. The review illustrates that cyberbullying is not merely a technological issue but an acute social science concern that has real-world consequences.
Research Questions or Hypotheses: The question this study raises is whether victimization of cyberbullying leads to cyberbullicide ideation (suicidal ideation caused by cyberbullying). The researchers further examine if variables like low self-control and knowing other victims or offenders increase the possibility of having such thoughts. The assumption is that students victimized by cyberbullying are more vulnerable to suicidal ideation.
Research Methods A quantitative research method was used in this research. The survey was conducted on 1,000 students from 12 regions in Jordan. The students were questioned if they had ever experienced cyberbullying, if they have suicidal ideation, and how frequently they prayed or were depressed. The researchers used different scales of measurement to measure cyberbullying, violence, and mental health.
Data and Analysis: The data was collected using electronic surveys and then analyzed using logistic regression. This means that they tested the connection between bullying and suicidal thoughts using statistics. They confirmed that cyberbullying victimization and other variables explained as much as 100% of suicidal ideation variation. This shows a strong connection between internet bullying and having mental problems.
Class Concepts Connected to the Article: This article connects a lot of class concepts like cost-benefit analysis, social behavior, and digital risk. We learned from the PowerPoints that cybersecurity issues aren’t just technical—they’re about people who make choices, who are exposed to risks, and are socially and emotionally impacted. It also relates to economic theories like how people react to stress and how cyberbullying might impact school and workplace performance.
Impact on Marginalized Groups: This article connects a lot of class concepts like cost-benefit analysis, social behavior, and digital risk. We learned from the PowerPoints that cybersecurity issues aren’t just technical—they’re about people who make choices, who are exposed to risks, and are socially and emotionally impacted. It also relates to economic theories like how people react to stress and how cyberbullying might impact school and workplace performance.
Contributions to Society: The article tells us that females and students of non-science majors are more likely to have suicidal thoughts after being cyberbullied. This shows how gender and education can make an individual more susceptible. It also describes how parents remain unaware of the bullying, making students deal with it alone.
Conclusion: The article discusses how female and non-science students are more susceptible to suicidal thoughts after being cyberbullied. This shows how gender and type of education can put an individual at higher risk. It also describes how parents tend to be unaware of the bullying, which leaves students alone in dealing with it.
Source: Al-Badayneh, D., Khelifa, M., & Ben Brik, A. (2024). Cyberbullying and Cyberbullicide Ideation Among Jordanian College Students. International Journal of Cyber Criminology, 18(1), 58–82. https://www.cybercrimejournal.com/Al-Badaynehetal2024vol18issue1.pdf