Cyberbullying and Motivation to Learn with Digital Technologies: Identification and Correlation
DOI :
https://doi.org/10.1590/0102.3772e39nspe07.enMots-clés :
Self-determination theory, TDIC, CyberbullyingRésumé
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.
Téléchargements
Références
Anderson, C. A., Buckley, K. E., & Carnagey, N. L. (2008). Creating your own hostile environment: A laboratory examination of trait aggressiveness and the violence escalation cycle. Personality and Social Psychology Bulletin, 34(4), 462-473. https://doi:10.1177/0146167207311282
Ansary, N. S. (2020). Cyberbullying: Concepts, theories, and correlates informing evidence-based best practices for prevention. Aggression and violent behavior, 50, 101343.
Akbari, E., Pilot, A., & Simons, P. R. J. (2015). Autonomy, competence, and relatedness in foreign language learning through Facebook. Computers in Human Behavior, 48, 126-134. https://doi:10.1016/j.chb.2015.01.036
Arlia, S., & Sumiati, A. (2015). Hubungan antara pemanfaatan media internet sebagai sumber belajar terhadap motivasi belajar siswa kelas x akuntansi SMK Negeri 46 Jakarta. Journal Ilmiah Econosains, 13(1), 15-27. https://doi.org/10.21009/econosains.0131.02
Beluce, A. (2019). Estudantes e as tecnologias digitais: relações entre cyberbullying e motivação para aprender (Doctoral Thesis in Education). Universidade Estadual de Londrina). http://www.bibliotecadigital.uel.br/document/?code=vtls000230793
Beluce, A. C., Ronqui, D. D., & de Oliveira, K. L. (2021). Cyberbullying entre estudantes: um modelo para compreensão. Revista de Instrumentos, Modelos e Políticas em Avaliação Educacional, 2(2), e021013-e021013.
Beluce, A., Oliveira, K. L., Almeida, L. S., & Baptista, M. N. (2021). Escala de motivação para aprender com o uso das TDIC (EMA - TIDIC). Revista Psico-USF, 26(spe), 45-58. https://doi.org/10.1590/1413-8271202126nesp06
Bzuneck, J. A. (2010). Como motivar os alunos: sugestões práticas. In: E. Boruchovitch, J. A. Bzuneck & S. E. Rufini (Eds.), Motivar para aprender: aplicações no contexto educativo (pp. 11-42). Vozes.
Blaschke, L. M. (2017). Self-determined Learning (Heutagogy) and Digital Media Creating integrated Educational Environments for Developing Lifelong Learning Skills. The Digital Turn in Higher Education, 129-140. https://doi:10.1007/978-3-658-19925-8_10
Bzuneck, J. A., & Guimarães, S. E. R. (2010). A promoção da autonomia como estratégia motivacional na escola: uma análise teórica e empírica. In E. Boruchovitch , J. A. Bzuneck. & S. E. R. Guimarães (Orgs.). Motivar para aprender: aplicações no contexto educativo (pp. 13-42). Vozes.
Caetano, A. P., Freire, I., Veiga Simão, A. M., Martins, M. J.D., & Pessoa, M. T. (2016). Emoções no cyberbullying: um estudo com adolescentes portugueses.Educação e Pesquisa,42(1), 199-212.https://doi.org/10.1590/S1517-9702201603138125
Chao, C.-M., & Yu, T.-K. (2017). Associations among Different Internet Access Time, Gender and Cyberbullying Behaviors in Taiwan’s Adolescents. Frontiers in Psychology, 8. https://doi:10.3389/fpsyg.2017.01104
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155-159. https://doi.org/10.1037/0033-2909.112.1.155
Compton, L., Campbell, M. A., & Mergler, A. (2014). Teacher, parent and student perceptions of the motives of cyberbullies. Social Psychology of Education, 17(3), 383-400. https://doi.org/10.1007/s11218-014-9254-x
Costa, M. R. P., Tomczyk, Ł., Teixeira, M. C. T. V., & Martins, V. F. (2021). Cyberbullying: The state of the art on studies using psychometric instruments in Brazil. In 2021 16th Iberian Conference on Information Systems and Technologies (CISTI) (pp. 1-6). IEEE
Deci, E. L. & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/s15327965pli1104_02
Erişti, B., & Akbulut, Y. (2019). Reactions to cyberbullying among high school and university students. The Social Science Journal, 56(1), 10-20.
Francisco, S. M., Simão, A. M. V., Ferreira, P. C., & das Dores Martins, M. J. (2015). Cyberbullying: The hidden side of college students. Computers in human behavior, 43, 167-182. https://doi.org/10.1016/j.chb.2014.10.045
Fathali, S., & Okada, T. (2017). A self-determination theory approach to technology-enhanced out-of-class language learning intention: A case of Japanese EFL learners.International Journal of Research Studies in Language Learning, 6(4), 53-64. https://doi.org/10.5861/ijrsll.2016.1607
Flanigan, A. E., & Kiewra, K. A. (2018). What college instructors can do about student cyber-slacking. Educational Psychology Review, 30(2), 585-597. https://doi.org/10.1007/s10648-017-9418-2
Garaigordobil, M. (2017). Conducta antisocial: conexión con bullying/cyberbullying y estrategias de resolución de conflictos. Psychosocial Intervention, 26(1), 47-54. https://doi:10.1016/j.psi.2015.12.002
Gibb, Z. G., & Devereux, P. G. (2014). Who does that anyway? Predictors and personality correlates of cyberbullying in college. Computers in Human Behavior, 38, 8-16. https://doi.org/10.1016/j.chb.2014.05.009
Goss-Sampson, M. A. (2020).Statistical Analysis in JASP 0.14: A Guide for Students https://jasp-stats.org/jasp-materials/
Heafner, T. (2004). Using technology to motivate students to learn social studies. Contemporary Issues in Technology and Teacher Education, 4(1), 42-53. https://www.researchgate.net/publication/255043546_Using_Technology_to_Motivate_Students_to_Learn_Social_Studies
Huang, C. L., Zhang, S., & Yang, S. C. (2020). How students react to different cyberbullying events: Past experience, judgment, perceived seriousness, helping behavior and the effect of online disinhibition. Computers in Human Behavior, 110, 106338.
Lee, M. K. O., Cheung, C. M. K, & Chen, Z. (2005). Acceptance of Internet-based learning medium: the role of extrinsic and intrinsic motivation. Information & Management, 42(8),1095-1104. https://doi.org/10.1016/j.im.2003.10.007
Livingstone, S. (2011). Internet literacy: a negociação dos jovens com as novas oportunidades on-line. MATRIZes, 4(2), 11-42. https://doi.org/10.11606/issn.1982-8160.v4i2p11-42
Macaulay, P. J., Betts, L. R., Stiller, J., & Kellezi, B. (2022). Bystander responses to cyberbullying: The role of perceived severity, publicity, anonymity, type of cyberbullying, and victim response. Computers in Human Behavior, 131, 107238.
Mallmann, C. L., Macedo-Lisboa, C. S., & Zanatta, C. T. (2018). Cyberbullying e Estratégias de Coping em Adolescentes do Sul do Brasil.Acta Colombiana de Psicología,21(1), 13-43.https://dx.doi.org/10.14718/acp.2018.21.1.2
Marôco, J .(2014).Análise de equações estruturais: Fundamentos teóricos, software & aplicações ReportNumber.
Mason, K. L. (2008). Cyberbullying: A preliminary assessment for school personnel. Psychology in the Schools, 45(4), 323-348. https://doi.org/10.1002/pits.20301
Muthén, L. K., & Muthén, B. O. (1998-2012). Mplus user’s guide (6th ed.). Muthén & Muthén.
Oliveira, J. C. C. (2016).Cyberbullying entre adolescentes usuários de internet: um estudo de levantamento on-line(Masters Dissertation). Universidade Federal de Juiz de Fora. https://repositorio.ufjf.br/jspui/handle/ufjf/1395
Patchin, J. W., & Hinduja, S. (2015). Measuring cyberbullying: Implications for research. Aggression and Violent Behavior, 23, 69-74.
Pérez, E., Medrano, L. A., & Rosas, J. S. (2013). El Path Analysis: conceptos básicos y ejemplos de aplicación.Revista Argentina de Ciencias del Comportamiento, 5(1), 52-66. https://doi.org/10.32348/1852.4206.v5.n1.5160
Peters, D., Calvo, R. A., & Ryan, R. M. (2018). Designing for motivation, engagement and wellbeing in digital experience.Frontiers in Psychology, 9, 797. https://doi.org/10.3389/fpsyg.2018.00797
Rashid, T., & Asghar, H. M (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604-612. https://doi.org/10.1016/j.chb.2016.05.084
Reyes, J. I. O., & Bañales, D. L. G. (2016). El ciberacoso y su relación con el rendimiento académico.Innovación Educativa,16(71), 17-38. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1665-26732016000200017&lng=es&tlng=es
Rodríguez, A. C. R., Noriega, J. A. V., & Hernández, G. B. (2018). Desarrollo de un instrumento para medir cibervictimización en adolescentes. Informes Psicológicos, 18(2), 189-207. https://doi.org/10.18566/infpsic.v18n2a10
Ryan, R. M. & Deci, E. L. (2017).Self-determination theory: Basic psychological needs in motivation, development, and wellness Guilford Publications. https://doi:10.1521/978.14625/28806
Slonje, R., Smith, P. K., & Frisén, A. (2012). Processes of cyberbullying, and feelings of remorse by bullies: A pilot study. European Journal of Developmental Psychology, 9(2), 244-259. https://doi:10.1080/17405629.2011.643670
Souza, S. B., Simão, A. M., & Caetano, A. P. (2014). Cyberbullying: Percepções acerca do Fenômeno e das Estratégias de Enfrentamento.Psicologia: Reflexão e Crítica, 27(3), 582-590. https://doi.org/10.1590/1678-7153.201427320
Souza, S., & Simão, A. (2017). Clima universitário e cyberbullying: um estudo com estudantes do Brasil e Portugal. Revista @mbienteeducação, 10(2), 181 - 196. https://doi.org/10.26843/ae19828632v10n22017p181a196
Stevens, K. J., Guo, Z., & Li, Y. (2018). Typology and Hierarchy of Students’ Motivations to Use Technology in Learning. Australasian Journal of Information Systems, 22, 1-30. https://doi:10.3127/ajis.v22i0.1492
Tognetta,L. R. P., & Bozza,T. C. L. (2012). Cyberbullying: um estudo sobre a incidência do desrespeito no ciberespaço e suas relações com as representações que adolescentes têm de si. Nuances: Estudos Sobre Educação, 23(24), 162-178. https://doi:10.14572/nuances.v23i24.1896
Twenge, J.M. (2018). iGen: Por que as crianças superconectadas de hoje estão crescendo menos rebeldes, mais tolerantes, menos felizes e completamente despreparadas para a idade adulta? Tradução de Thaís Costa. nVersos.
Varjas, K., Talley, J., Meyers, J., Parris, L., & Cutts, H. (2010). High school students’ perceptions of motivations for cyberbullying: An exploratory study. Western Journal of Emergency Medicine, 11(3), 269. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2941365/
Watts, L. K. et al. (2017). Cyberbullying in higher education: A literature review. Computers in Human Behavior, 69, 268-274. https://doi:10.1016/j.chb.2016.12.038
Webber, M. A., & Ovedovitz, A. C. (2018). Cyberbullying among college students: a look at its prevalence at a US Catholic University. International Journal of Educational Methodology, 4(2), 95-107. https://doi:10.12973/ijem.4.2.101
Yot-Domínguez, C., & Marcelo, C. (2017). University students’ self-regulated learning using digital technologies. International Journal of Educational Technology in Higher Education, 14(1), 1-18. https://doi.org/10.1186/s41239-017-0076-8
Zalaquett, C. P., & Chatters, S. J. (2014). Cyberbullying in College: Frequency, Characteristics, and Practical Implications. SAGE Open. 4(1), 1-8 https://doi.org/10.1177/2158244014526721
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Andrea Carvalho Beluce, Katya Luciane de Oliveira, Adriana Satico Ferraz, Leandro da Silva Almeida 2023
Cette œuvre est sous licence Creative Commons Attribution 4.0 International.
