There is a lack of interest in young students in pursuing a career in cybersecurity. Defining potential traits that could identify an interested student could help fill the national shortage of cybersecurity professionals. This study examines the relationship between computer self-efficacy, emotional intelligence, and an interest in a cybersecurity career of high school students in Southeast Michigan. It also attempts to determine if a student’s participation in STEM events and the location of the student’s school are significant moderating factors. A cross-sectional survey was conducted on a sample of 280 students in Grades 9 through 12 who attended school at either an early/middle college program or a public high school in the Midwest. The survey contained questions regarding emotional intelligence, computer self-efficacy, STEM involvement, cybersecurity career interest, and demographics. The analysis revealed computer self-efficacy does have a relationship with cybersecurity career interest. A higher computer self-efficacy score indicates a stronger interest in a career in cybersecurity. Emotional intelligence also has a relationship with a student’s interest in a cybersecurity career. This study found that the lower the emotional intelligence score, the stronger the interest in a career in cybersecurity. The study also attempted to analyze whether a student participating in a STEM event impacted the relationships emotional intelligence and computer self-efficacy had with an interest in a cybersecurity career. When splitting the data, the sample became too small for meaningful interpretation. Skewed responses on the student’s school location limited analysis on whether the location of the school impacted the interest in a career in cybersecurity. A small sample size hindered some analysis; however, the sample did provide some insight. This research may have overreached in assuming students understand what cybersecurity entails. Future research should attempt to increase the sample or look at whether a high school student understands what cybersecurity encompasses. This paper discusses the limitations of the study and provides some directions for future research.
","abstract_html":"<p>There is a lack of interest in young students in pursuing a career in cybersecurity. Defining potential traits that could identify an interested student could help fill the national shortage of cybersecurity professionals. This study examines the relationship between computer self-efficacy, emotional intelligence, and an interest in a cybersecurity career of high school students in Southeast Michigan. It also attempts to determine if a student’s participation in STEM events and the location of the student’s school are significant moderating factors. A cross-sectional survey was conducted on a sample of 280 students in Grades 9 through 12 who attended school at either an early/middle college program or a public high school in the Midwest. The survey contained questions regarding emotional intelligence, computer self-efficacy, STEM involvement, cybersecurity career interest, and demographics. The analysis revealed computer self-efficacy does have a relationship with cybersecurity career interest. A higher computer self-efficacy score indicates a stronger interest in a career in cybersecurity. Emotional intelligence also has a relationship with a student’s interest in a cybersecurity career. This study found that the lower the emotional intelligence score, the stronger the interest in a career in cybersecurity. The study also attempted to analyze whether a student participating in a STEM event impacted the relationships emotional intelligence and computer self-efficacy had with an interest in a cybersecurity career. When splitting the data, the sample became too small for meaningful interpretation. Skewed responses on the student’s school location limited analysis on whether the location of the school impacted the interest in a career in cybersecurity. A small sample size hindered some analysis; however, the sample did provide some insight. This research may have overreached in assuming students understand what cybersecurity entails. Future research should attempt to increase the sample or look at whether a high school student understands what cybersecurity encompasses. This paper discusses the limitations of the study and provides some directions for future research.</p>","abstract_has_math":false,"creators":["Hilliker, William Earl, Jr."],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Open Access Dissertation","degree_discipline":"College of Engineering and Technology","degree_department":null,"school":null,"contributors":["Suleiman Ashur, PhD","Munther Abualkibash, PhD","Julie Becker, PhD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-01-01T08:00:00Z","date_published":"2020-01-01T08:00:00Z","updated_at":"2026-07-24T02:17:47Z","subjects":["Computer Self-Efficacy","Cyber","Cybersecurity","Emotional Intelligence"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/1142","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Suleiman Ashur, PhD","Munther Abualkibash, PhD","Julie Becker, PhD"]},{"key":"dc:creator","label":"Author","values":["Hilliker, William Earl, Jr."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2022-05-31T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["College of Engineering and Technology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Computer Self-Efficacy","Cyber","Cybersecurity","Emotional Intelligence"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/1142"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["There is a lack of interest in young students in pursuing a career in cybersecurity. Defining potential traits that could identify an interested student could help fill the national shortage of cybersecurity professionals. This study examines the relationship between computer self-efficacy, emotional intelligence, and an interest in a cybersecurity career of high school students in Southeast Michigan. It also attempts to determine if a student’s participation in STEM events and the location of the student’s school are significant moderating factors. A cross-sectional survey was conducted on a sample of 280 students in Grades 9 through 12 who attended school at either an early/middle college program or a public high school in the Midwest. The survey contained questions regarding emotional intelligence, computer self-efficacy, STEM involvement, cybersecurity career interest, and demographics. The analysis revealed computer self-efficacy does have a relationship with cybersecurity career interest. A higher computer self-efficacy score indicates a stronger interest in a career in cybersecurity. Emotional intelligence also has a relationship with a student’s interest in a cybersecurity career. This study found that the lower the emotional intelligence score, the stronger the interest in a career in cybersecurity. The study also attempted to analyze whether a student participating in a STEM event impacted the relationships emotional intelligence and computer self-efficacy had with an interest in a cybersecurity career. When splitting the data, the sample became too small for meaningful interpretation. Skewed responses on the student’s school location limited analysis on whether the location of the school impacted the interest in a career in cybersecurity. A small sample size hindered some analysis; however, the sample did provide some insight. This research may have overreached in assuming students understand what cybersecurity entails. Future research should attempt to increase the sample or look at whether a high school student understands what cybersecurity encompasses. This paper discusses the limitations of the study and provides some directions for future research.
"]},{"key":"dc:title","label":"Title","values":["Investigation of emotional intelligence and computer self-efficacy on the cybersecurity interest of high school students"]}]}],"canonical_facts":{"dc:contributor":["Suleiman Ashur, PhD","Munther Abualkibash, PhD","Julie Becker, PhD"],"dc:creator":["Hilliker, William Earl, Jr."],"dc:date.available":["2022-05-31T07:00:00Z"],"dc:description.abstract":["There is a lack of interest in young students in pursuing a career in cybersecurity. Defining potential traits that could identify an interested student could help fill the national shortage of cybersecurity professionals. This study examines the relationship between computer self-efficacy, emotional intelligence, and an interest in a cybersecurity career of high school students in Southeast Michigan. It also attempts to determine if a student’s participation in STEM events and the location of the student’s school are significant moderating factors. A cross-sectional survey was conducted on a sample of 280 students in Grades 9 through 12 who attended school at either an early/middle college program or a public high school in the Midwest. The survey contained questions regarding emotional intelligence, computer self-efficacy, STEM involvement, cybersecurity career interest, and demographics. The analysis revealed computer self-efficacy does have a relationship with cybersecurity career interest. A higher computer self-efficacy score indicates a stronger interest in a career in cybersecurity. Emotional intelligence also has a relationship with a student’s interest in a cybersecurity career. This study found that the lower the emotional intelligence score, the stronger the interest in a career in cybersecurity. The study also attempted to analyze whether a student participating in a STEM event impacted the relationships emotional intelligence and computer self-efficacy had with an interest in a cybersecurity career. When splitting the data, the sample became too small for meaningful interpretation. Skewed responses on the student’s school location limited analysis on whether the location of the school impacted the interest in a career in cybersecurity. A small sample size hindered some analysis; however, the sample did provide some insight. This research may have overreached in assuming students understand what cybersecurity entails. Future research should attempt to increase the sample or look at whether a high school student understands what cybersecurity encompasses. This paper discusses the limitations of the study and provides some directions for future research.
"],"dc:identifier":["https://commons.emich.edu/theses/1142"],"dc:subject":["Computer Self-Efficacy","Cyber","Cybersecurity","Emotional Intelligence"],"dc:title":["Investigation of emotional intelligence and computer self-efficacy on the cybersecurity interest of high school students"],"thesis:degree_discipline":["College of Engineering and Technology"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T02:17:47Z"}