تبیین رابطۀ آزار و اذیت سایبری در رسانه های اجتماعی با سازگاری تحصیلی و تعامل دانش‌آموزان در بستر سیستم مدیریت یادگیری الکترونیکی(LMS).
محورهای موضوعی : فن‎آوری اطلاعات
مهسا تقی پور
1
(دانشجوی کارشناسی ارشد، مدیریت آموزشی، دانشکدۀ علوم تربیتی، دانشگاه شهید بهشتی، تهران، ایران)
احمد میرگل
2
(عضو هیات علمی ،دانشکده علوم تربیتی و روانشناسی،گروه علوم تربیتی، دانشگاه پیام نور ، زاهدان، ایران)
پریسا بهاری
3
(کارشناسی علوم تربیتی، گروه آموزش ابتدایی، دانشکدۀ علوم تربیتی، دانشگاه فرهنگیان، شیراز، ایران)
اکرم حافظی
4
(**** استادیار گروه علوم تربیتی رشته برنامه ریزی درسی دانشگاه فرهنگیان پردیس نسیبه مرکز شهید شرافت،تهران،ایران)
کلید واژه: تعامل, یادگیری الکترونیکی, سازگاری تحصیلی, LMS, رسانه های اجتماعی, آزار و اذیت سایبری,
چکیده مقاله :
پژوهش حاضر ازنوع هدف،کاربردی و از نوع تحقیقات توصیفی بوده است. جامعۀ آماری شامل کلیۀدانش‌آموزان دورۀ دوم متوسطۀ شهر شیراز به تعداد 5697 نفر بود. برای گردآوری داده ها از پرسشنامۀ تعامل در محیط آموزش الکترونیکی پورجمشیدی و همکاران، سازگاری تحصیلی بیکر و سریاک و پرسشنامۀ تجربه قلدری سایبری(CBVEQ) آنتیادو و همکاران استفاده شد. پایایی پرسشنامه به وسیله ضریب آلفای کرونباخ برای سازگاری تحصیلی 81/0، تعامل 73/0و آزار و اذیت سایبری85/0 به دست آمد و روایی محتوایی آن مورد تایید اساتید علوم تربیتی قرار گرفت. نتایج در دو بخش توصیفی و استنباطی(رگرسیون خطی و همبستگی) با استفاده از نرم افزار SPSS25 تحلیل و بررسی شدند. یافته ها نشان داد که بین سازگاری تحصیلی و تعامل دانش آموزان در بستر سیستم مدیریت یادگیری(LMS) رابطۀ مثبت و معناداری وجود دارد. همچنین بین آزار و اذیت سایبری در رسانه های اجتماعی با سازگاری تحصیلی(620/0r=-) و تعامل دانش آموزان( 680/0-r=) در بستر سیستم مدیریت یادگیری الکترونیکیLMS)) رابطۀ منفی معناداری و جود دارد(P=0/000). بنابراین بر اساس نتایج تحلیل رگرسیون خطی؛ سازگاری تحصیلی و تعامل دانش آموزان در بستر سیستم مدیریت یادگیری بر اساس آزار و اذیت سایبری در رسانه‌های اجتماعی قابل پیشبینی است.
The current research was of the objective, applied and descriptive research type. The statistical population included all 5697 students of the second year of high school in Shiraz. To collect data, Pourjamshidi et al.'s e-learning interaction questionnaire, Baker and Seriak's academic adjustment, and Antiado et al.'s cyberbullying experience questionnaire (CBVEQ) were used. The reliability of the questionnaire was obtained by Cronbach's alpha coefficient of 0.81 for academic adjustment, 0.73 for interaction and 0.85 for cyber harassment, and its content validity was approved by educational science professors. The results were analyzed in two descriptive and inferential sections (linear regression and correlation) using SPSS25 software. The findings showed that there is a positive and significant relationship between academic adaptation and student interaction in the context of the learning management system (LMS). Also, there is a significant negative relationship between cyber harassment in social media with academic adjustment (r=-0.620) and students' interaction (r=-0.680) in the context of the electronic learning management system (LMS) (P=0 /000). Therefore, based on the results of linear regression analysis; Academic adaptation and interaction of students in the context of learning management system can be predicted based on cyber harassment in social media.
Abaido, G. M. (2020). Cyberbullying on social media platforms among university students in the United Arab Emirates. International Journal of Adolescence and Youth, 25(1), 407-420.
Antoniadou, N., Kokkinos, C. M., & Fanti, K. A. (2019). Traditional and Cyber Bullying/Victimization Among Adolescents: Examining Their Psychosocial Profile Through Latent Profile Analysis. International Journal of Bullying Prevention, 1 (2), 85-98.
Alhujailli, A., Karwowski, W., Wan, T. T., & Hancock, P. (2020). Affective and stress consequences of cyberbullying. Symmetry, 12(9), 1536.
Ali, S. I., & Shahbuddin, N. B. (2022). The relationship between cyberbullying and mental health among university students. Sustainability, 14(11), 6881.
Álvarez-García, D., Barreiro-Collazo, A., & Núñez, J. C. (2017). Ciberagresión entre adolescentes: prevalencia y diferencias de género= Cyberaggression among adolescents: prevalence and gender differences. Ciberagresión entre adolescentes: prevalencia y diferencias de género= Cyberaggression among adolescents: prevalence and gender differences, 89-97.
Aparisi, D., Delgado, B., Bo, R. M., & Martínez-Monteagudo, M. C. (2021). Relationship between cyberbullying, motivation and learning strategies, academic performance, and the ability to adapt to university. International journal of environmental research and public health, 18(20), 10646.
Arab, L. E., & Díaz, G. A. (2015). Impacto de las redes sociales e Internet en la adolescencia: Aspectos positivos y negativos [Impact of social networks and Internet in adolescence: Strengths and weaknesses]. Revista Médica Clínica Las Condes, 26(1), 7–13.
Batani, J., Mbunge, E., Muchemwa, B., Gaobotse, G., Gurajena, C., Fashoto, S., ... & Dandajena, K. (2022). A Review of Deep Learning Models for Detecting Cyberbullying on Social Media Networks. In Computer Science On-line Conference (pp. 528-550). Springer, Cham.
Birami, M. , Hashemi, T. Fathi Azar, A. Alaei, P. (2011). Traditional and cyber bullying in middle school girls: the role of the quality of teacher-student communication. Educational Psychology Quarterly, 8(26), 152-175. (In Persian)
Anderson Burke, G., & Norvilitis, J. M. (2022). The Relationships Between Cyberbullying, Sexting, and College Student Well-Being. In Research Anthology on Combating Cyber-Aggression and Online Negativity (pp. 789-802). IGI Global.
Campbell, M., Whiteford, C., & Hooijer, J. (2019). Teachers’ and parents’ understanding of traditional and cyberbullying. Journal of school violence, 18(3), 388-402.
Cao, X.; Tian, M.; Song, Y.; Li, Z.; Wang, Q.; Wang, L. The correaltion between college students’ cybervictimization and depression. Chin. J. Sch. Health 2020, 41, 1–4.
Cerezo, R., Bernardo, A., Esteban, M., Sánchez, M., & Tuero, E. (2015). Programas para la promoción de la autorregulación en educación superior: un estudio de la satisfacción diferencial entre metodología presencial y virtual. European Journal of Education and Psychology, 8(1), 30-36.
Çimke, S., & Cerit, E. (2021). Social media addiction, cyberbullying and cyber victimization of university students. Archives of psychiatric nursing, 35(5), 499-503.
Dennehy, R., Meaney, S., Walsh, K.A., Sinnott, C., Cronin, M.,& Arensman, E. (2020). Young people’s conceptualizations of the nature of cyberbullying: A systematic review and synthesis of qualitative research. Aggression and Violent Behavior, 51, Article 101379.
García-Fernández, C. M., Moreno-Moya, M., Ortega-Ruiz, R., & Romera, E. M. (2022). Adolescent involvement in cybergossip: influence on social adjustment, bullying and cyberbullying. The Spanish Journal of Psychology, 25.
Garmendia, M., Jiménez, E., Karrera, I., Larrañaga, N., Casado, M. A., Martínez, G., & Garitaoanadia, C. (2019). Actividades, mediación, oportunidades y riesgos online de los menores en la era de la convergencia mediática [Activities, mediation, opportunities and online risks of minors in the era of media convergence]. Instituto Nacional de Ciberseguridad.
Giumetti, G. W., & Kowalski, R. M. (2022). Cyberbullying via social media and well-being. Current Opinion in Psychology, 101314.
Government of United States. (2020). What is Bullying. Retrieved July 5, 2020 from https://www.stopbullying.gov/bullying/what-is-bullying.
Hartung, F.-M., & Renner, B. (2013). Social curiosity and gossip: Related but different drives of social functioning. PLoS One, 8(7), Article e69996. https://doi.org/10.1371/journal.pone.0069996
Jantzer, A. M., & Cashel, M. L. (2017). Bullying victimization, college adjustment, and the role of coping. Journal of College Student Development, 58(2), 283-289.
Kowalski, R. M., Limber, S. P., & Agatston, P. W. (2012). Cyberbullying: Bullying in the digital age. John Wiley & Sons.
Krause, H.-V., Baum, K., Baumann, A., & Krasnova, H. (2021). Unifying the detrimental and beneficial effects of social network site use on self-esteem: A systematic literature review. Media Psychology, 24(1), 10–47.
Khademi, Y, Sattari, S. (2021). Evaluating and prioritizing the types of interaction and participation in the e-learning environment using the Analytical Hierarchy (AHP) technique. Quarterly Journal of Information and Communication Technology in Educational Sciences, 11(3 (consecutive 43)), 87-107.
Lee, Y. H., Lee, S. K., Kim, B. S., Chung, M. S., Baek, G. H., Gong, H. S., & Lee, J. K. (2008). Three lateral divergent or parallel pin fixations for the treatment of displaced supracondylar humerus fractures in children. Journal of Pediatric Orthopaedics, 28(4), 417-422.
Li, S., Wang, X., & Nie, Y. (2022). The Relationship between Parent–Child Attachment, Belief in a Just World, School Climate and Cyberbullying: A Moderated Mediation. International Journal of Environmental Research and Public Health, 19(10), 6207.
Martínez-Monteagudo, M. C., Delgado, B., García-Fernández, J. M., & Ruíz-Esteban, C. (2020). Cyberbullying in the university setting. Relationship with emotional problems and adaptation to the university. Frontiers in psychology, 10, 3074.
Mikaili Mouni, F.(2009). The relationship between identity styles, identity commitment and gender with students' adaptation to university. Psychological Studies, 6(2), 51-74. (In Persian)
Mohammadi Baghmelai, H. Yousefi, F. (2017). The structural relationship between teacher-student interaction, academic involvement and students' adaptation to school. Journal of Education and Learning Studies, 10(2), 75-99. (In Persian)
Naidu, S. (2006). E-learning: A guidebook of principles, procedures and practices. Commonwealth Educational Media Centre for Asia (CEMCA).
Ortega-Barón, J., Buelga, S., & Cava, M. J. (2016). Influencia del clima escolar y familiar en adolescentes, víctimas de ciberacoso= The Influence of School Climate and Family Climate among Adolescents Victims of Cyberbullying. Influencia del clima escolar y familiar en adolescentes, víctimas de ciberacoso= The Influence of School Climate and Family Climate among Adolescents Victims of Cyberbullying, 57-65.
Pajohi, T., Nadi, M. A., Sajjadian, A. (2019). Thematic analysis of the components of cyberbullying perpetrators in high school students: a text-based inductive qualitative study. Educational Innovations, 19(3), 63-78. (In Persian)
Pourjamshidi, M., Fardanesh, H., Nowrozi, D. (2013), Factors affecting the interaction between professor and student in a web-based educational environment, Bimonthly Education Strategies in Medical Sciences, Volume 7, Number 1, Year 1993, pp. 50-50 41. (In Persian)
Rajbhandari, J., Rana, K. (2022). Cyberbullying on Social Media: an Analysis of Teachers’ Unheard Voices and Coping Strategies in Nepal. Int Journal of Bullying Prevention . https://doi.org/10.1007/s42380-022-00121-1
Razavi, S. A. (2016), "New Debates in Educational Technology", Ahvaz, Shahid Chamran University. (In Persian)
Rowel, M. M. K., Gunasekara, A. D. A. I., Uwanthika, G. A. I., & Wijesinghe, D. B. (2022). E-Learning Platform for Hearing Impaired Children with Handwritten Character Recognition using CNN.
Spies Shapiro, L. A., & Margolin, G. (2014). Growing up wired: Social networking sites and adolescent psychosocial development. Clinical Child & Family Psychology Review, 17(1), 1–18.
Saedi, N, & Saadipour, I. (2017). The effect of e-learning on students' communication skills. Quarterly Journal of Information and Communication Technology in Educational Sciences, 7(4 (consecutive 28)), 111-129.
Surin, O. S., & Blankenship, R. J. (2019). Silent voices: The perception of cyberbullying among at-risk middle school students. International Journal of Cyber Behavior, Psychology and Learning (IJCBPL), 9(4), 1-21.
Tejada Garitano, E., Castaño Garrido, C. M., & Romero Adonegui, A. (2019). Los hábitos de uso en las redes sociales de los preadolescentes [The habits of use in social networks of preadolescents]. Revista Iberoamericana de Educación a Distancia, 22(2), 119–133.
Tuero Herrero, E., Cervero Fernández-Castañón, A., Esteban García, M., & Bernardo Gutiérrez, A. B. (2018). ¿ Por qué abandonan los alumnos universitarios? Variables de influencia en el planteamiento y consolidación del abandono. Educación XXI.
Ushakov, D., Fedorova, N., & Shatila, K. (2022). Predictors for Cyberbullying Practices on the Academic Performance of Lebanese University Students. In International Conference on Digital Technologies in Teaching and Learning Strategies (pp. 14-28). Springer, Cham.
Vannucci, A., Simpson, E. G., Gagnon, S., & Ohannessian, C. M. (2020). Social media use and risky behaviors in adolescents: A meta-analysis. Journal of Adolescence, 79, 258–274.
_||_Abaido, G. M. (2020). Cyberbullying on social media platforms among university students in the United Arab Emirates. International Journal of Adolescence and Youth, 25(1), 407-420.
Antoniadou, N., Kokkinos, C. M., & Fanti, K. A. (2019). Traditional and Cyber Bullying/Victimization Among Adolescents: Examining Their Psychosocial Profile Through Latent Profile Analysis. International Journal of Bullying Prevention, 1 (2), 85-98.
Alhujailli, A., Karwowski, W., Wan, T. T., & Hancock, P. (2020). Affective and stress consequences of cyberbullying. Symmetry, 12(9), 1536.
Ali, S. I., & Shahbuddin, N. B. (2022). The relationship between cyberbullying and mental health among university students. Sustainability, 14(11), 6881.
Álvarez-García, D., Barreiro-Collazo, A., & Núñez, J. C. (2017). Ciberagresión entre adolescentes: prevalencia y diferencias de género= Cyberaggression among adolescents: prevalence and gender differences. Ciberagresión entre adolescentes: prevalencia y diferencias de género= Cyberaggression among adolescents: prevalence and gender differences, 89-97.
Aparisi, D., Delgado, B., Bo, R. M., & Martínez-Monteagudo, M. C. (2021). Relationship between cyberbullying, motivation and learning strategies, academic performance, and the ability to adapt to university. International journal of environmental research and public health, 18(20), 10646.
Arab, L. E., & Díaz, G. A. (2015). Impacto de las redes sociales e Internet en la adolescencia: Aspectos positivos y negativos [Impact of social networks and Internet in adolescence: Strengths and weaknesses]. Revista Médica Clínica Las Condes, 26(1), 7–13.
Batani, J., Mbunge, E., Muchemwa, B., Gaobotse, G., Gurajena, C., Fashoto, S., ... & Dandajena, K. (2022). A Review of Deep Learning Models for Detecting Cyberbullying on Social Media Networks. In Computer Science On-line Conference (pp. 528-550). Springer, Cham.
Birami, M. , Hashemi, T. Fathi Azar, A. Alaei, P. (2011). Traditional and cyber bullying in middle school girls: the role of the quality of teacher-student communication. Educational Psychology Quarterly, 8(26), 152-175. (In Persian)
Anderson Burke, G., & Norvilitis, J. M. (2022). The Relationships Between Cyberbullying, Sexting, and College Student Well-Being. In Research Anthology on Combating Cyber-Aggression and Online Negativity (pp. 789-802). IGI Global.
Campbell, M., Whiteford, C., & Hooijer, J. (2019). Teachers’ and parents’ understanding of traditional and cyberbullying. Journal of school violence, 18(3), 388-402.
Cao, X.; Tian, M.; Song, Y.; Li, Z.; Wang, Q.; Wang, L. The correaltion between college students’ cybervictimization and depression. Chin. J. Sch. Health 2020, 41, 1–4.
Cerezo, R., Bernardo, A., Esteban, M., Sánchez, M., & Tuero, E. (2015). Programas para la promoción de la autorregulación en educación superior: un estudio de la satisfacción diferencial entre metodología presencial y virtual. European Journal of Education and Psychology, 8(1), 30-36.
Çimke, S., & Cerit, E. (2021). Social media addiction, cyberbullying and cyber victimization of university students. Archives of psychiatric nursing, 35(5), 499-503.
Dennehy, R., Meaney, S., Walsh, K.A., Sinnott, C., Cronin, M.,& Arensman, E. (2020). Young people’s conceptualizations of the nature of cyberbullying: A systematic review and synthesis of qualitative research. Aggression and Violent Behavior, 51, Article 101379.
García-Fernández, C. M., Moreno-Moya, M., Ortega-Ruiz, R., & Romera, E. M. (2022). Adolescent involvement in cybergossip: influence on social adjustment, bullying and cyberbullying. The Spanish Journal of Psychology, 25.
Garmendia, M., Jiménez, E., Karrera, I., Larrañaga, N., Casado, M. A., Martínez, G., & Garitaoanadia, C. (2019). Actividades, mediación, oportunidades y riesgos online de los menores en la era de la convergencia mediática [Activities, mediation, opportunities and online risks of minors in the era of media convergence]. Instituto Nacional de Ciberseguridad.
Giumetti, G. W., & Kowalski, R. M. (2022). Cyberbullying via social media and well-being. Current Opinion in Psychology, 101314.
Government of United States. (2020). What is Bullying. Retrieved July 5, 2020 from https://www.stopbullying.gov/bullying/what-is-bullying.
Hartung, F.-M., & Renner, B. (2013). Social curiosity and gossip: Related but different drives of social functioning. PLoS One, 8(7), Article e69996. https://doi.org/10.1371/journal.pone.0069996
Jantzer, A. M., & Cashel, M. L. (2017). Bullying victimization, college adjustment, and the role of coping. Journal of College Student Development, 58(2), 283-289.
Kowalski, R. M., Limber, S. P., & Agatston, P. W. (2012). Cyberbullying: Bullying in the digital age. John Wiley & Sons.
Krause, H.-V., Baum, K., Baumann, A., & Krasnova, H. (2021). Unifying the detrimental and beneficial effects of social network site use on self-esteem: A systematic literature review. Media Psychology, 24(1), 10–47.
Khademi, Y, Sattari, S. (2021). Evaluating and prioritizing the types of interaction and participation in the e-learning environment using the Analytical Hierarchy (AHP) technique. Quarterly Journal of Information and Communication Technology in Educational Sciences, 11(3 (consecutive 43)), 87-107.
Lee, Y. H., Lee, S. K., Kim, B. S., Chung, M. S., Baek, G. H., Gong, H. S., & Lee, J. K. (2008). Three lateral divergent or parallel pin fixations for the treatment of displaced supracondylar humerus fractures in children. Journal of Pediatric Orthopaedics, 28(4), 417-422.
Li, S., Wang, X., & Nie, Y. (2022). The Relationship between Parent–Child Attachment, Belief in a Just World, School Climate and Cyberbullying: A Moderated Mediation. International Journal of Environmental Research and Public Health, 19(10), 6207.
Martínez-Monteagudo, M. C., Delgado, B., García-Fernández, J. M., & Ruíz-Esteban, C. (2020). Cyberbullying in the university setting. Relationship with emotional problems and adaptation to the university. Frontiers in psychology, 10, 3074.
Mikaili Mouni, F.(2009). The relationship between identity styles, identity commitment and gender with students' adaptation to university. Psychological Studies, 6(2), 51-74. (In Persian)
Mohammadi Baghmelai, H. Yousefi, F. (2017). The structural relationship between teacher-student interaction, academic involvement and students' adaptation to school. Journal of Education and Learning Studies, 10(2), 75-99. (In Persian)
Naidu, S. (2006). E-learning: A guidebook of principles, procedures and practices. Commonwealth Educational Media Centre for Asia (CEMCA).
Ortega-Barón, J., Buelga, S., & Cava, M. J. (2016). Influencia del clima escolar y familiar en adolescentes, víctimas de ciberacoso= The Influence of School Climate and Family Climate among Adolescents Victims of Cyberbullying. Influencia del clima escolar y familiar en adolescentes, víctimas de ciberacoso= The Influence of School Climate and Family Climate among Adolescents Victims of Cyberbullying, 57-65.
Pajohi, T., Nadi, M. A., Sajjadian, A. (2019). Thematic analysis of the components of cyberbullying perpetrators in high school students: a text-based inductive qualitative study. Educational Innovations, 19(3), 63-78. (In Persian)
Pourjamshidi, M., Fardanesh, H., Nowrozi, D. (2013), Factors affecting the interaction between professor and student in a web-based educational environment, Bimonthly Education Strategies in Medical Sciences, Volume 7, Number 1, Year 1993, pp. 50-50 41. (In Persian)
Rajbhandari, J., Rana, K. (2022). Cyberbullying on Social Media: an Analysis of Teachers’ Unheard Voices and Coping Strategies in Nepal. Int Journal of Bullying Prevention . https://doi.org/10.1007/s42380-022-00121-1
Razavi, S. A. (2016), "New Debates in Educational Technology", Ahvaz, Shahid Chamran University. (In Persian)
Rowel, M. M. K., Gunasekara, A. D. A. I., Uwanthika, G. A. I., & Wijesinghe, D. B. (2022). E-Learning Platform for Hearing Impaired Children with Handwritten Character Recognition using CNN.
Spies Shapiro, L. A., & Margolin, G. (2014). Growing up wired: Social networking sites and adolescent psychosocial development. Clinical Child & Family Psychology Review, 17(1), 1–18.
Saedi, N, & Saadipour, I. (2017). The effect of e-learning on students' communication skills. Quarterly Journal of Information and Communication Technology in Educational Sciences, 7(4 (consecutive 28)), 111-129.
Surin, O. S., & Blankenship, R. J. (2019). Silent voices: The perception of cyberbullying among at-risk middle school students. International Journal of Cyber Behavior, Psychology and Learning (IJCBPL), 9(4), 1-21.
Tejada Garitano, E., Castaño Garrido, C. M., & Romero Adonegui, A. (2019). Los hábitos de uso en las redes sociales de los preadolescentes [The habits of use in social networks of preadolescents]. Revista Iberoamericana de Educación a Distancia, 22(2), 119–133.
Tuero Herrero, E., Cervero Fernández-Castañón, A., Esteban García, M., & Bernardo Gutiérrez, A. B. (2018). ¿ Por qué abandonan los alumnos universitarios? Variables de influencia en el planteamiento y consolidación del abandono. Educación XXI.
Ushakov, D., Fedorova, N., & Shatila, K. (2022). Predictors for Cyberbullying Practices on the Academic Performance of Lebanese University Students. In International Conference on Digital Technologies in Teaching and Learning Strategies (pp. 14-28). Springer, Cham.
Vannucci, A., Simpson, E. G., Gagnon, S., & Ohannessian, C. M. (2020). Social media use and risky behaviors in adolescents: A meta-analysis. Journal of Adolescence, 79, 258–274.