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Title:Značilnosti učencev kot dejavniki spletnega medvrstniškega nasilja in viktimizacije
Authors:ID Peras, Igor (Author)
ID Košir, Katja (Mentor) More about this mentor... New window
Files:.pdf MAG_Peras_Igor_2019.pdf (1,09 MB)
MD5: A5D63C2DAE2AFF84987FC69FF555695E
PID: 20.500.12556/dkum/8db9312d-055d-4b57-9335-f6237aa69760
 
Language:Slovenian
Work type:Master's thesis/paper
Typology:2.09 - Master's Thesis
Organization:FF - Faculty of Arts
Abstract:Spletno medvrstniško nasilje je oblika nasilja med vrstniki, ki se dogaja na spletu. Podobno je tradicionalnemu medvrstniškemu nasilju, vendar obstajajo nekatere razlike: spletni nasilnež ni v neposredni bližini spletne žrtve, nasilje preko spleta se širi hitreje in potencialno lahko doseže širše občinstvo, spletno medvrstniško nasilje se lahko izvaja 24 ur dnevno, spletni nasilnež je lahko anonimen. Namen magistrskega dela je bil preučiti dejavnike spletnega medvrstniškega nasilja (spol, starost, šolski uspeh, konstrukte vezane na medvrstniško nasilje, empatijo, izražanje jeze, zaznano oporo s strani vrstnikov, število dobrih prijateljev v razredu, samozaznano priljubljenost, čas aktivne uporabe socialnih omrežij) in ugotoviti, kateri dejavniki in kako napovedujejo izvajanje spletnega medvrstniškega nasilja in spletno viktimizacijo. Vzorec je vključeval 1926 učencev višjih razredov osnovne šole in srednje šole, ki so bili stari med 13 in 20 let. Skupno je sodelovalo 20 osnovnih in srednjih šol iz dveh regij v Sloveniji. Rezultati so pokazali, da so najmočnejši napovedniki izvajanja spletnega medvrstniškega nasilja in spletne viktimizacije konstrukti, vezani na medvrstniško nasilje. Za individualne napovednike izvajanja spletnega medvrstniškega nasilja so se izkazali izvajanje tradicionalnega medvrstniškega nasilja, tradicionalna viktimizacija, spletna viktimizacija, samozaznana priljubljenost in čas aktivne uporabe socialnih omrežij. Za individualna napovednika spletne viktimizacije sta se izkazala tradicionalna viktimizacija in izvajanje spletnega medvrstniškega nasilja. V regresijskem modelu, kjer kot napovednikov izvajanja spletnega medvrstniškega nasilja nismo vnesli konstruktov, vezanih na medvrstniško nasilje, so se za statistično pomembne napovednike izkazale še afektivna empatija, internalizacija jeze, eksternalizacija jeze in zaznana opora s strani vrstnikov. V regresijskem modelu, kjer kot napovednikov spletne viktimizacije nismo vnesli konstruktov, vezanih na medvrstniško nasilje, so se kot statistično pomembni napovedniki izkazali še spol, internalizacija jeze, eksternalizacija jeze, zaznana opora s strani vrstnikov, samozaznana priljubljenost in čas aktivne uporabe socialnih omrežij.
Keywords:spletno medvrstniško nasilje, spletna viktimizacija, značilnosti, dejavniki, učenec
Place of publishing:Maribor
Publisher:[I. Peras]
Year of publishing:2019
PID:20.500.12556/DKUM-74697 New window
UDC:37.015.3:[364.63:004.738.5]-057.87(043.2)
COBISS.SI-ID:24764424 New window
NUK URN:URN:SI:UM:DK:2B4EBQQB
Publication date in DKUM:24.09.2019
Views:1977
Downloads:396
Metadata:XML DC-XML DC-RDF
Categories:FF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:04.09.2019

Secondary language

Language:English
Title:Students' characteristics as factors of cyberbullying and cybervictimization
Abstract:Cyberbullying is a type of peer bullying occurring on the internet. It is similar to traditional bullying, however, there are distinct differences between the two forms: the cyberbully is not in the direct vicinity of the cybervictim, cyberbullying spreads faster and can potentially have a wider audience, cyberbullying can occur 24 hours a day and the cyberbully can be anonymous. The purpose of the following master’s thesis was to study the factors of cyberbullying (gender, age, academic achievement, bullying constructs, empathy, anger expression, perceived peer support, number of good friends in the classroom, self-perceived popularity, time of active social media use) and to determine which factors and how predict cyberbullying perpetration and cybervictimization. The sample consisted of 1926 higher grade elementary school students and high school students aged between 13 and 20 years old. In total, 20 elementary schools and high schools from 2 Slovenian regions participated in the study. The results showed that the strongest predictors of cyberbullying perpetration and cybervictimization are bullying constructs. The individual significant predictors of cyberbullying perpetration were shown to be traditional bullying perpetration, traditional victimization, cybervictimization, self-perceived popularity and time of active social media use. The individual significant predictors of cybervictimization were shown to be traditional victimization and cyberbullying perpetration. In the regression model, where we did not include bullying constructs as predictors of cyberbullying perpetration, additional significant predictors were shown to be affective empathy, internalization of anger, externalization of anger and perceived peer support. In the regression model, where we did not include bullying constructs as predictors of cybervictimization, additional significant predictors were shown to be gender, internalization of anger, externalization of anger, perceived peer support, self-perceived popularity and time of active social media use.
Keywords:cyberbullying, cybervictimization, characteristics, factors, student


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