Pedagoginių priemonių taikymas įveikiant kibernetinių patyčių reiškinį progimnazijose
Recenzentas / Rewiewer |
Licencinė sutartis Nr. MRU-EDT-2009.
-.
The cyberbullying phenomenon is becoming a significant issue in contemporary educational environments, particularly among adolescents aged 11-15, when the risk of experiencing such behavior is the highest. Research indicates that the prevalence of cyberbullying between Lithuania adolescents aged 11, 13, 15 remains among the highest in Europe, with 15 pct. of boys and 16 pct. of girls reporting having experienced cyberbullying at least once or twice over the past two months. Given the crucial role educational institutions play in adolescents’ social development, the application of pedagogical measures is essential in addressing this phenomenon. Schools are not only responsible for providing knowledge but also for fostering students’ awareness of cyberbullying manifestations, its consequences, and ways to respond effectively, thereby contributing to the reduction of its prevalence. The aim of this study was to evaluate the peculiarities of applying pedagogical measures in overcoming the phenomenon of cyberbullying in secondary schools. The objectives of the research were: (1) to analyze the phenomenon of cyberbullying and it forms of expression; (2) to present pedagogical measures used for cyberbullying; and (3) to assess students’ attitudes toward the application of cyberbullying prevention measures. A quantitative research design was employed in this study. Data were collected using an online questionnaire survey administered to 413 students of grades 5-8 from two randomly selected Lithuanian secondary schools in Vilnius and Panevėžys. The research sample reflects the target group most vulnerable to cyberbullying, allowing for a more accurate assessment of students’ knowledge, attitudes and behavioral tendencies related to this issue. The thesis consists of three main parts. The first theoretical part examines the concept of cyberbullying, its forms, causes, and risk factors, as well as its impact and prevention strategies. The second theoretical part focuses on the grouping of pedagogical measures applied in cyberbullying prevention, including their theoretical grounding and implementation across different socio- ecological levels. The third part presents the empirical research, including data analysis, and scientific discussion. The results of empirical study revealed that students’ knowledge of cyberbullying is often fragmented and mainly limited to its more obvious forms. Subtler manifestations, such as social exclusion or online harassment, are less frequently recognized and may be normalized within peer environments. Although theoretical knowledge contributes to increasing awareness and recognition of aggressive online behavior, it is not sufficient to ensure active and effective responses to cyberbullying incidents. The findings also indicate that students’ attitudes and behaviors vary depending on age and gender, highlighting the need for differentiated prevention strategies. A significant proportion of students tend to not seek help, suggesting gaps in trust, awareness or accessibility of support systems. Furthermore, cyberbullying most commonly occurs in private digital spaces, such as personal messages or group chats, making it more difficult to detect and intervene. The results emphasize that effective prevention requires not only knowledge-based education but also the development of practical skills, the creation of a supportive school environment, and the establishment of clear and accessible support mechanisms. The hypothesis that students who are familiar with cyberbullying prevention measures are more capable of effectively addressing cyberbullying that those with little or no knowledge was only partially confirmed.