网络欺凌与数字技术学习动机:识别与关联

Q4 Psychology Psicologia: Teoria e Pesquisa Pub Date : 2023-01-01 DOI:10.1590/0102.3772e39nspe07.en

Andrea Carvalho Beluce, Katya Luciane de Oliveira, A. S. Ferraz, L. S. Almeida

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引用次数: 0

摘要

摘要:本文研究了网络欺凌与学习动机和数字信息与通信技术(DTIC)使用的关系。调查对象为529名高中学生和293名高等院校学生，分别使用DITC量表和网络欺凌评估量表填写学习动机量表。统计上显著的相关性被确定在构念之间，特别是在高中。关系呈正向、弱、高量级关系。网络欺凌和教育水平预测控制动机(28%)和自主动机(5%)。动机和网络欺凌水平在高中尤为突出。这项研究有助于教学实践和对这一主题的进一步研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Cyberbullying and Motivation to Learn with Digital Technologies: Identification and Correlation

Abstract This article investigates the relationship of cyberbullying to motivation to learn and the use of digital information and communication technologies (DTIC). The survey included 529 high school and 293 higher education students who answered the Motivation to Learn Scale with the use of DITC Scale and the Cyberbullying Assessment Scale. Statistically significant correlations were identified between the constructs, especially in high school. The relationships had a positive direction, weak and high magnitude. Cyberbullying and educational levels predicted controlled (28%) and autonomous (5%) motivation. Motivation and cyberbullying levels stood out in high school. This research contributes to pedagogical practices and the conduct of further studies on this theme.

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来源期刊

Psicologia: Teoria e Pesquisa Psychology-Psychology (all)

CiteScore

0.40

自引率

0.00%

发文量

审稿时长

48 weeks

期刊介绍： Psicologia: Teoria e Pesquisa is a journal published every three months by Instituto de Psicologia da Universidade de Brasília [Institute of Psychology - University of Brasília]. It aims at publishing original papers related to Psychology that fit into the following categories: research report, theoretical study, report of professional experience, critical literature review, short communication, letter to editor, technical note, review. News may also be published at the editor"s discretion. The authors assume responsibility for the articles signed; opinions and considerations included in the articles do not necessarily express the standing point of the Editorial Board.