Cyberbullying e Motivação para Aprender com as Tecnologias Digitais: Identificação e Correlação
DOI:
https://doi.org/10.1590/0102.3772e39nspe07.enPalavras-chave:
Teoria da Autodeterminação, TDIC, CyberbullyingResumo
Neste artigo investigaram-se as relações do cyberbullying para a motivação para aprender e o uso de tecnologias digitais de informação e comunicação (TDIC). Participaram da pesquisa 529 alunos do ensino médio e 293 do ensino superior que responderam a Escala de Motivação para Aprender com o uso das TDIC e a Escala de Avaliação do Cyberbullying. Identificaram-se correlações estatisticamente significativas entre os construtos, sobretudo no ensino médio. As relações tiveram uma direção positiva, de fraca e alta magnitude. O cyberbullying e os níveis de ensino predisseram a motivação controlada (28%) e autônoma (5%). Os níveis de motivação e cyberbullying se sobressaíram no ensino médio. Esta pesquisa contribui para as práticas pedagógicas e a condução de novos estudos sobre esta temática.
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Copyright (c) 2023 Andrea Carvalho Beluce, Katya Luciane de Oliveira, Adriana Satico Ferraz, Leandro da Silva Almeida
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