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Special Issue on Psychological Assessment • Psic.: Teor. e Pesq. 39 (spe) • 2023 • https://doi.org/10.1590/0102.3772e39nspe07.en   copy

Cyberbullying and Motivation to Learn with Digital Technologies: Identification and Correlation

Cyberbullying e Motivação para Aprender com as Tecnologias Digitais: Identificação e Correlação

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

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.

Keywords:
Self-determination theory; TDIC; cyberbullying

Instituto de Psicologia, Universidade de Brasília Instituto de Psicologia, Universidade de Brasília, 70910-900 - Brasília - DF - Brazil, Tel./Fax: (061) 274-6455 - Brasília - DF - Brazil
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