Abstract
Framed in communication privacy management theory, this study examined privacy rule foundations, recipients of students’ academic private information, and contextual factors related to sharing academic private information. Participants’ (N = 168) responses to open-ended questions were inductively coded to allow their core and catalyst privacy rules to emerge from the data (e.g., privacy orientations and risk-benefit considerations). The privacy rules that emerged predicted the amount of academic private information shared with faculty. Results underscore the importance of investigating privacy orientations and risk-benefit assessments in making sense of what, how, and with whom students share private information.
Disclosure statement
No potential conflict of interest was reported by the authors.