The Cyberbullying Perception of Lower Secondary School Pupils

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62156489%3A43670%2F25%3A43927288" target="_blank" >RIV/62156489:43670/25:43927288 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.1007/978-3-031-95627-0_9" target="_blank" >https://doi.org/10.1007/978-3-031-95627-0_9</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/978-3-031-95627-0_9" target="_blank" >10.1007/978-3-031-95627-0_9</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The Cyberbullying Perception of Lower Secondary School Pupils

Popis výsledku v původním jazyce

Cyberbullying is defined as aggressive behavior or actions of a group or individual using electronic means. The main aim was to find out the perception of cyberbullying among lower secondary school pupils. The partial aims were to identify the effect of variables as perception of social sites, gender, residence, time on social sites and others. The research was focused on lower secondary school pupils and a total of 506 pupils took part. The research consists of 19 Likert-type items regarding to cyberbullying and other items were focused on demographic variables. The Cronbach&apos;s alpha coefficient was used to determine reliability. The values of alpha for every part of tool were adequate (more than 0.70). To determine the relationship between the perception of cyberbullying and social networks the Pearson correlation coefficient was used. To detect statistically significant differences between groups based on independent variables, analysis of variance (ANOVA) was used, where the independent variables were demographic questions. Data from the attitude part were determined as the dependent variable. After processing the results of the questionnaire survey, it was found that there is not a relationship between the perception of cyberbullying and social sites (like Facebook, Instagram, etc,..). The results turned out to be statistically significant in the case of the distribution of pupils according to gender (higher score achieved girls), residence (town pupils achieved higher score), grades (inconsistent results) and victim knowing (higher core achieved pupils, who already know victim).

Název v anglickém jazyce

The Cyberbullying Perception of Lower Secondary School Pupils

Popis výsledku anglicky

Cyberbullying is defined as aggressive behavior or actions of a group or individual using electronic means. The main aim was to find out the perception of cyberbullying among lower secondary school pupils. The partial aims were to identify the effect of variables as perception of social sites, gender, residence, time on social sites and others. The research was focused on lower secondary school pupils and a total of 506 pupils took part. The research consists of 19 Likert-type items regarding to cyberbullying and other items were focused on demographic variables. The Cronbach&apos;s alpha coefficient was used to determine reliability. The values of alpha for every part of tool were adequate (more than 0.70). To determine the relationship between the perception of cyberbullying and social networks the Pearson correlation coefficient was used. To detect statistically significant differences between groups based on independent variables, analysis of variance (ANOVA) was used, where the independent variables were demographic questions. Data from the attitude part were determined as the dependent variable. After processing the results of the questionnaire survey, it was found that there is not a relationship between the perception of cyberbullying and social sites (like Facebook, Instagram, etc,..). The results turned out to be statistically significant in the case of the distribution of pupils according to gender (higher score achieved girls), residence (town pupils achieved higher score), grades (inconsistent results) and victim knowing (higher core achieved pupils, who already know victim).

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

New Media Pedagogy: Research Trends, Methodological Challenges, and Successful Implementations

ISBN

978-3-031-95626-3

ISSN

1865-0929

e-ISSN

1865-0937

Počet stran výsledku

17

Strana od-do

129-145

Název nakladatele

Springer Switzerland

Místo vydání

Cham

Místo konání akce

Krakov

Datum konání akce

28. 11. 2024

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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