Cyberbullying and Motivation to Learn with Digital Technologies: Identification and Correlation
DOI:
https://doi.org/10.1590/0102.3772e39nspe07.enPalabras clave:
Self-determination theory, TDIC, CyberbullyingResumen
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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Derechos de autor 2023 Andrea Carvalho Beluce, Katya Luciane de Oliveira, Adriana Satico Ferraz, Leandro da Silva Almeida
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
