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PhD project

Description of my PhD project on cyberbullying.

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PhD project

  1. 1. 1. Introduction: 1. Define 2. Some characteristics 2. Background research 3. The project: 1. Purpose 2. The objective of the research 3. Methodology 4. Sampling
  2. 2. Difficult to define 1. Introduction
  3. 3. Difficult to define “An aggressive, intentional act carried out by a group or individual, using electronic forms of contact, repeatedly and over time against a victim who cannot easily defend him or herself” (Smith & Slonje, 2012, p. 249) 1. Introduction
  4. 4. Digital Natives
  5. 5. Poor feedback Image of http://blog.art4software.com/2012/05/gestion-la-importancia-del-feedback/
  6. 6. https://flic.kr/p/bkuie6
  7. 7. Size of audience https://flic.kr/p/9JYTfZ
  8. 8. Anonymity https://flic.kr/p/riPEB4
  9. 9. Power imbalance
  10. 10. Smith, Mahdavi, Carvalho & Tippett (2006) England 92 (11-16) 14% bullying, 6,6% cyberbullying in last 6 months. 6,6% cyberbullying once or twice a week Li (2007) Canada 80 boys y 97 girls 54% bullying & 25% cyberbullying. 15% Had harassed with electronic tools. Kowalski & Limber (2007) USA 3767 secondary 11% cyberbullying in last months (victims), and 4% cyberbullied Ybarra & Mitchell (2008) USA 1588 (10-15) 33% victims in the past year of rumors, rude, malicious, aggressive or threatening comments over the Internet. 15% suffered sexual assault of character through the network. Del Río, Bringue, Sádaba & González (2010) Argentina, Brasil, Chile, Colombia, México, Perú y Venezuela 20941 (10-18) 2542 schoolchildren from 7 countries were affected by mobile and Messenger: 12.1% had suffered a form of cyberbullying. Garaigordobil (2013) Spain (Basque Country) 3026 (12-18) Victims: 17,6% female and 12,5% male Perpetrator: 7,8% male and 7.7% 2. Background
  11. 11. 3. MY PROJECT
  12. 12. The purpose of this research is to study the phenomenon of cyberbullying and cybervictimization (incidence and impact) in students of compulsory secondary education in Región de Murcia, and the perception of this problem by the teachers in order to create educational programs to prevent cyberbullying.
  13. 13. 1. To describe the results of studies and methodology. 2. To examine the prevalence of cyberbullying in Secondary Education in Región de Murcia. 3. To describe the characteristics of those involved in the cyberbullying. 4. To know the perception of teachers.
  14. 14. METHODOLOGY
  15. 15. METHODOLOGY • Quantitative: – Survey to students – Survey to teachers • Qualitative – Interview teachers
  16. 16. SAMPLING https://flic.kr/p/aQUzkH
  17. 17. SAMPLING • 66413 students of Compulsory Secondary Education in Región de Murcia (Year2013/2014). • Confidence level 95% • Sample stratified by districts. Minimum sample 1050 students
  18. 18. DATA COLLECTION
  19. 19. • Buelga, S., Cava, M., & Musitu, G. (2010). Cyberbullying: victimización entre adolescentes a través del teléfono móvil y de Internet. Psichothema, 22, 784-789. • Dehue, F., Bolman, C., & Vollink, T. (2008). Cyberbullying: Youngsters' experiences and parental perception. CyberPsychology & Behavior, 11(2), 217-223. • Garaigordobil, M. (2011). Bullying y cyberbullying: conceptualización, prevalencia y evaluación. Madrid: FOCAD, Consejo General de Colegios Oficiales de Psicólogos. • Kowalski, R., Limber, S., & Agatston, P. (2010). Cyber Bullying: el acoso escolar en la era digital. España: Desclée De Brouwer. • López, A., Domínguez, J., & Álvarez, E. (2010). Bullying vertical: variables predictivas de la violencia escolar. Revista de Investigación en Educación, 8, 24-38. • McMillan, J. & Schumacher, S. (2005). Investigación educativa. Madrid: Pearson • Moore, M. J., Nakano, T., Enomoto, A., & Suda, T. (2012). Anonymity and roles associated with aggressive posts in an online forum. Computer in Human Behavior, 1-7. • Slonje, R., & Smith, P. (2008). Cyberbullying: Another main type of bullying? Scandinavian Journal of Psychology, 49(2), 147-154.
  20. 20. KIITOS

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