Many years of communication research have shown that an increase in immediacy has been a major factor that affects students‘ perceptions of instructor credibility which in turn affects, both students‘ cognitive and affective learning, student state motivation and a variety of other positive outcomes. However, in order for immediacy to be effective, instructor and student must be in the same location at the same time. With the recent push toward on-line classes, what can we find to act like immediacy in a text based format? This research suggests that face threat mitigation can be used in a text-based environment, to achieve the pro-social goals of instructor credibility and student state motivation to the same extent as it does when coupled with immediacy. This study is a replication of a study done by Witt and Kerssen-Griep (2012). In the original study face threat mitigation (FTM) was coupled with instructor nonverbal immediacy (NVI) and they examined the impact these factors had on instructor credibility (i.e., competence, character, and caring) and student state motivation in a video simulated feedback situation. This study surveyed 218 undergraduate students in an introductory communication course. Students were randomly assigned to read hypothetical scenarios in which FTM was manipulated in a manner similar to Witt and Kerssen-Griep‘s study. They responded to three scales. The current study removed the instructor by using a simulated electronic feedback correspondence. Results of a MANCOVA and four separate ANOVAs were similar to those of the original findings. FTM was found to have a significant positive relationship with instructor credibility (i.e., competence, character, and caring) and student state motivation.

Detta examensarbete ålägger en omfattande studie riktad mot att granska de komplexiteter och utmaningar som förekommer vid utveckling av robusta och effektiva verktyg som upptäcker säkerhetsrisker i kod. Genom att bestyra en jämförande analys av redan existerande säkerhetsverktyg, och engagera sig i ett försök av att utveckla ett säkerhetsverktyg från en grundläggande nivå, strävar detta arbete efter att uppenbara de underliggande anledningarna bakom varför det, inom cybersäkerhet, ännu är en stor utmaning att ligga steget före skadliga aktörer. Inledande bidrar forskningen med en överblick av aktuella säkerhetsverktyg, och samtidigt undersöks deras effektivitet, metoder, samt de typer av sårbarheter som verktygen är designade för att upptäcka. Genom systematiska mätningar betonar studien styrkor och svagheter av säkerhetsverktygen, och samtidigt dokumenteras utvecklingsprocessen av ett nytt säkerhetsverktyg med syfte att upptäcka liknande sårbarheter som de jämförda verktygen. De bemötta utmaningarna vid utvecklande—som att behandla moderna säkerhetshot, och integrera komplexa upptäckningsalgoritmer—diskuteras för att förevisa de övertygande hinder som utvecklare påträffar. Därutöver bedöms viktigheten av att effektivt kunna upptäcka sårbarheter, och hur det kan hjälpa att bevara integritet och pålitlighet av applikationer. Examensarbetet siktar mot att bidra med viktig insyn i området cybersäkerhet, samt stödja fortsatt utveckling i mån av att mildra säkerhetshot. Sammanfattningsvis visar resultatet från denna studie att det krävs både kunskap och ambition för att utveckla ett säkerhetsverktyg från grunden, eftersom nya hot uppstår nästan varenda dag. Studien avslöjar också att skadliga aktörer är kända för att regelbundet leta efter sårbarheter i system, och är en av de ledande anledningarna till varför det är så svårt att bekämpa cyberhot. / This thesis stipulates a comprehensive study aimed at examining the complexities and challenges in developing robust and effective tools for detecting security vulnerabilities in code. By performing a comparative analysis of already existing security tools, and engaging in an attempt of developing a security tool from a foundational level, this work strives to disclose the underlying reasons as to why staying one step ahead of malicious actors remains a difficult challenge in cybersecurity. Introductory, the study provides an overview of current security tools while examining their effectiveness, methodologies, and the types of vulnerabilities they are designed to detect. Through systematic measurements, the study highlights strengths and weaknesses of the security tools while, simultaneously, documenting the process of developing a new security tool designed to detect similar vulnerabilities to the compared tools. The challenges faced during development—such as treating modern security threats, and integrating complex detection algorithms—are discussed to portray the compelling hurdles that developers encounter. Moreover, this thesis assesses the importance of effectively detecting vulnerabilities, and how it can aid in maintaining integrity and trustworthiness of applications. The thesis aims to contribute with valuable insight into the field of cybersecurity and support continued development for mitigating cyber threats. In conclusion, the outcome from this study shows that developing a security tool from a foundational level requires both knowledge and ambition, since new threats occur almost every day. The study also reveals that malicious actors are known for frequently looking for vulnerabilities in systems, making it one of the leading reasons why it is difficult to fight cyber threats.

This experimental study examined the effects of an instructor’s face threat mitigation tactics on student self-efficacy for learning and perceived emotional support from the instructor in a written feedback setting. Participants (N = 401) were randomly assigned to one of four feedback scenarios in which level of face threat mitigation and instructor age and status were manipulated. Student grade orientation and state feedback apprehension were measured prior to being exposed to the feedback scenario. Results indicate that high face threat mitigation is positively associated with student self-efficacy for learning and perceived emotional support from the instructor. Results also revealed that state feedback apprehension predicts self-efficacy for learning and perceived emotional support from the instructor. Grade orientation predicted self-efficacy for learning but did not significantly predict perceived emotional support from the instructor providing feedback. Finally, scenarios manipulated for instructor age and status did not significantly differ in self-efficacy for learning or perceived emotional support from the instructor. Implications regarding theory, the measurement of feedback apprehension, and student-instructor communication are discussed.