Model of development of cognitive immunity based on Buddhist and psychological capital. Positive ways to prevent youth social media temptation in Chiang Mai

Abstract

This research aims to analyze the factors contributing to vulnerability to online deception via social media, with the goal of developing a learning management model grounded in Buddhist capital and positive psychology to prevent such deception. The study further seeks to evaluate the effectiveness of the model and present a cognitive immunity development framework for youth in Chiang Mai province. The research employed a mixed-methods approach and involved two sample groups. The first group consisted of 983 students and novices who participated in a survey. The second group, comprising 284 participants selected from the first group based on Taro Yamane’s sampling method (Yamane,1973), engaged in interviews and training evaluations. Research instruments included questionnaires, assessment forms, and semi-structured interviews. The findings aim to contribute to educational strategies that enhance youth resilience against online deception through the integration of Buddhist values and principles of positive psychology.

This study examined the factors influencing susceptibility to online deception through social media and developed a cognitive immunity model based on Buddhist capital and positive psychology to prevent such deception among youths in Chiang Mai province. The research involved two sample groups. The first group comprised 983 participants (16.68% novices, 43.13% male laypersons, and 40.18% female laypersons), mostly aged 15–20 years. Among them, 46.80% were upper secondary school students and 68.36% identified as students. Most participants used the internet for 4–6 hours daily (42.83%) and primarily accessed it at educational institutions (100%). All respondents reported using the internet mainly for communication (100%). Findings from the first sample group revealed that the most common form of online deception encountered was exposure to advertisements, online gambling, or related services (= 4.87, S.D. = 0.83). The second group of 284 participants was interviewed to assess the effectiveness of training programs and gather in-depth perspectives. The results suggested that initiatives promoting positive psychology should focus on fostering holistic well being both physical and mental and should be integrated into educational settings. Participants emphasized the importance of self-awareness activities, family involvement in educating children about online risks, and specific programs aimed at preventing cyberbullying and online fraud. Online threats reported by youths were ranked as follows: (1) online gaming, (2) fake news, (3) cyberbullying,
(4) online financial fraud, (5) online gambling, (6) unauthorized access to personal data (hacking), (7) online temptation, and (8) other forms such as cult beliefs and superstition. These findings highlight that online deception is more pervasive and closer to youths' daily lives than commonly perceived. Without strong cognitive immunity or appropriate guidance, youths may struggle to cope with such threats. Moreover, emotional intelligence was identified as a critical protective factor. Enhancing youths’ digital emotional intelligence-such as self-regulation, problem-solving, role awareness, and environmental resilience-was found to be essential in empowering them to navigate the digital world safely and responsibly.