Characteristics of Cyberbullying Among Native and Immigrant Secondary Education Students

2017 ◽  
Vol 7 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Rubén Comas-Forgas ◽  
Jaume Sureda-Negre ◽  
Aina Calvo-Sastre
Keyword(s):  
Secondary Education ◽  
Digital Media ◽  
Immigrant Students ◽  
Descriptive Study ◽  
Immigrant Children ◽  
Native Students ◽  
Education Students

This article details the results of a descriptive study that analyzes the characteristics and impact of cyberbullying among native and immigrant students enrolled in secondary education. Results indicate that immigrant children experience higher levels than native students of cyberbullying victimisation and they also perpetrate bullying to a greater degree through digital media; there were significant differences in the majority of cases analysed (immigrant students had higher levels of victimisation and perpetration than native students in 27 of 33 cyberbullying incidents studied). In addition, the study found that immigrant students considered being a native of another country to be an explanatory factor in their experiences with cyberbullying. Both groups showed similar frequencies in the explanation given for perpetrating cyberbullying: they bullied in response to being provoked.

Characteristics of Cyberbullying Among Native and Immigrant Secondary Education Students

2019 ◽  
pp. 118-136
Author(s):  
Rubén Comas-Forgas ◽  
Jaume Sureda-Negre ◽  
Aina Calvo-Sastre
Keyword(s):  
Secondary Education ◽  
Digital Media ◽  
Immigrant Students ◽  
Descriptive Study ◽  
Immigrant Children ◽  
Native Students ◽  
Education Students

This article details the results of a descriptive study that analyzes the characteristics and impact of cyberbullying among native and immigrant students enrolled in secondary education. Results indicate that immigrant children experience higher levels than native students of cyberbullying victimisation and they also perpetrate bullying to a greater degree through digital media; there were significant differences in the majority of cases analysed (immigrant students had higher levels of victimisation and perpetration than native students in 27 of 33 cyberbullying incidents studied). In addition, the study found that immigrant students considered being a native of another country to be an explanatory factor in their experiences with cyberbullying. Both groups showed similar frequencies in the explanation given for perpetrating cyberbullying: they bullied in response to being provoked.

scholarly journals Informational Literacy And Information And Communication Technologies Use By Secondary Education Students In Spain: A Descriptive Study

2011 ◽  
Vol 4 (4) ◽  
pp. 1 ◽  
Author(s):  
Ma Jose Rodríguez Conde ◽  
Susana Olmos Miguelanez ◽  
Maria Pinto Molina ◽  
Fernando Martinez Abad ◽  
Blanca Garcia Riaza
Keyword(s):  
Secondary Education ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Descriptive Study ◽  
Knowledge Generation ◽  
Ministry Of Education ◽  
Education Students ◽  
Life Long Learning ◽  
Level Of Use ◽  
Information And Communication

Informational literacy and the use of technologies by Secondary Education students in Spain: A descriptive study. The development of Information and Communication Technologies (ICTs), together with their application to research carried out on educational areas, are factors which contribute to the promotion of a new educative model constructed on literacy-based competences and skills, and which sets technologies as essential tools for a life-long learning process (Unesco, 2005). This is the framework where we can insert the research that we are currently carrying out, funded by the research Program I+D+I of the Spanish Ministry of Education, and in the frame of which we are developing a diagnostic assessment of informational literacy competence in students between 14 and 16 years (Secondary Education), based on the fact that one of the main aspects in knowledge generation and acquisition is the capacity to use information extracted from documents and electronic resources, available in informational networks in a correct way. In this paper we present the results obtained from evidences on the contrast existing between the level of use of technologies (videogames, social networks...) and the level of informational literacy shown by students. The data were gathered from a sample of more than 1000 Secondary Education students who are around 15 years old.

The (Mis) Education of Immigrant Children in Today’s America

2019 ◽  
Vol 5 (2) ◽  
pp. 32
Author(s):  
Gabriela E. Gui
Keyword(s):  
General Education ◽  
Immigrant Students ◽  
Geographical Location ◽  
Personal Characteristics ◽  
Immigrant Children ◽  
Playing Field ◽  
Survey Interviews ◽  
The Individual ◽  
The Relationship ◽  
General Education Classrooms

In today’s America, not every child starts on a level playing field, and very few children move ahead based solely on hard work or talent. Generational poverty and a lack of cultural capital hold many students back, robbing them of the opportunity to move up professionally and socially. Children of immigrants are especially at-risk because, in addition to facing poverty, race, geographical location or economic disadvantages, they are also confronted with failure due to their limited or non-existent English proficiency. This study focuses on the degree to which teachers in a mid-sized urban school district take into consideration the individual needs of immigrant children in the process of their education. The study also examines the preparation teachers have had to equip them with knowledge of best practices in teaching immigrant children, and the relationship between teachers’ practices, beliefs, and their demographic and personal characteristics (age, gender, years of experience, level of education, etc.). Quantitative data was collected via a survey. Interviews with teachers and one central office administrator provided data for the qualitative section of the study. The findings revealed that teachers, in general, appeared to lack knowledge of specific policies for mainstreaming immigrant students into general education classrooms; their use of effective teaching practices for working with immigrant children were limited; and most of the teachers had not participated actively in professional development that focused on teaching immigrant children.

scholarly journals Differences between psychological aspects in Primary Education and Secondary Education. Motivation, Basic Psychological Needs, Responsibility, Classroom Climate, Prosocial and Antisocial behaviors and Violence | Diferencias entre aspectos psicológicos en Educación Primaria y Educación Secundaria. Motivación, Necesidades psicológicas básicas, Responsabilidad, Clima de aula, Conductas antisociales y Violencia

2021 ◽  
Vol 14 (28) ◽  
pp. 9-18
Author(s):  
David Manzano Sánchez
Keyword(s):  
Secondary Education ◽  
Classroom Climate ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Primary Group ◽  
Antisocial Behaviors ◽  
Education Students ◽  
Secondary Stage ◽  
The Face ◽  
Educación Primaria

El objetivo del presente trabajo fue comprobar las diferencias existentes entre el alumnado de Educación Primaria y Educación Secundaria en la motivación, las necesidades psicológicas básicas, la responsabilidad, el clima de aula, las conductas prosociales y antisociales y la violencia. Para ello, se contó con una muestra de 397 alumnos a los cuales se administró una serie de cuestionarios validados con el fin de comparar los resultados contando con tres centros de características sociodemográficas similares. La edad media de los participantes fue de 11.24 años (DE = 1.74) siendo 288 alumnos de Primaria y 109 de Secundaria. Los resultados obtenidos mostraron diferencias estadísticamente significativas (p < .01) en la motivación más autodeterminada, la satisfacción de las necesidades psicológicas básicas, el clima de aula y la responsabilidad a favor del grupo de Primaria, encontrando valores superiores (p < .01) en la violencia y las conductas antisociales en el grupo de Secundaria. Se concluye que la etapa de Primaria, supone un punto de inflexión de cara a los diferentes comportamientos que se desarrollan en Secundaria, por lo que es necesario incentivar programas e iniciativas que sirvan para mantener estos aspectos y que no se reduzcan en la etapa de Secundaria.AbstractThe purpose of this study was to verify the differences between Primary and Secondary Education students in motivation, basic psychological needs, responsibility, classroom climate, prosocial and antisocial behaviors, and violence. To do this, a sample of 397 students were administered to whom a series of validated clients was administered in order to compare the results with three centers with similar sociodemographic characteristics. The average age of the participants was 11.24 years (SD = 1.74), with 288 Primary students and 109 Secondary or basic FP. The results obtained statistically significant differences (p < .01) in the most self-determined motivation, the satisfaction of basic psychological needs, classroom climate, and responsibility in favor of the Primary group, finding higher values (p < .01) in Violence and antisocial behaviors in the high school group. It is concluded that the primary stage is a turning point in the face of the different behaviors that develop in secondary school, so it is necessary to encourage programs and initiatives that serve to maintain these aspects and that are not reduced in the secondary stage.

scholarly journals Contextual Profiles and their Relation to Dispositional Variables in Secondary Education Students’ Learning

2015 ◽  
Vol 28 ◽  
pp. 29-50
Author(s):  
José A. Cecchini Estrada ◽  
Antonio Méndez-Giménez ◽  
Javier Fernández-Río
Keyword(s):  
Secondary Education ◽  
Education Students

scholarly journals Hábitos lectores de los adolescentes en un ecosistema llamado escuela: factores determinantes en estudiantes de educación secundaria

2020 ◽  
pp. 1-34
Author(s):  
Manuel Francisco Romero Oliva ◽  
Alba Ambrós Pallarés ◽  
Fernando Trujillo Sáez
Keyword(s):  
Secondary Education ◽  
Design Research ◽  
Ministry Of Education ◽  
Education Students ◽  
Reading Habits ◽  
Complex Issue ◽  
Determining Factors ◽  
Research Plan ◽  
Education Culture ◽  
The University

This work is part of the project “Determining factors in the reading habits of Secondary Education students. A study from the variables of the educational context” (PR2017040), financed by the Own Research Plan of the University of Cadiz. The main objective of the study is focused on analyzing those determining factors that affect the formation of new readers in the school in a global and integrating way. Taking as a reference the idea of the ecosystem or ecological environment of Bronfenbrenner (2001), an analogy is made with the educational system and the agents that intervene in the reading habits of adolescents in their educational stage of Compulsory Secondary Education (ESO). These approaches were used to review a Questionnaire on Reading Habits, which the Ministry of Education, Culture and Sport presented in an ambitious Plan to Promote Reading in 2001 and to adapt it to the needs of the PR2017040 Project. The conclusions illustrate that this complex issue of reading habits cannot be studied with a questionnaire as the only research instrument, since it is necessary to give voice to the different agents that participate in the process and, therefore, agree with Molina et al. (2011) in proposing the design research model to understand and improve the educational reality through the consideration of natural contexts in all their complexity.

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