Notice bibliographique
Résumé
Cyberbullying is a problem that has emerged as a byproduct of modern day technologies.This novel form of peer aggression occurs when one or more individuals use a technological medium for the purposes of threatening or harming others (Belsey, 2004).Given that cyberbullying is a relatively new problem in Canada, research remains in its preliminary stages.Previous studies conducted in large urban centers in Alberta and Quebec have suggested that cyberbullying frequently occurs among middle years students (Beran & Li, 2005;Li, 2006Li, , 2007;;Shariff, 2008).However, the characteristics of cyberbullying among rural students and students from other Canadian provinces are yet to be determined.For these reasons, the purpose of this study was to explore cyberbullying amongst students from rural and urban schools in Saskatchewan.More specifically, this study investigated the following questions:1. To what extent did youth experience cyberbullying? 2. What were the characteristics of cyberbullying? 3. How did students respond to cyberbullying? 4. To what extent did parents and teachers become involved with cyberbullying incidents?Furthermore, how did students think these adults should have responded?To answer these questions, 396 students from a large public school division in central Saskatchewan completed an anonymous paper pencil questionnaire.Among the grades 7 to 9 students sampled, 34.6% admitted they cyber-bullied others and 49.5% said they were victims of cyberbullying.Further, the majority (69.4%) of the students reported that they knew someone who had been cyber-bullied.No significant differences were found between urban and rural students' experiences with cyberbullying.However, significant gender differences were found iii as well as significant correlations between cyberbullying involvement and student grade level, frequency of computer use, school size, and school type.Unfortunately, the majority of cyber-bully victims and bystanders chose not to report the incident to adults.They reported a variety of negative outcomes, especially anger and sadness.Students offered many suggestions for the prevention and intervention of cyberbullying.In particular, students thought teachers should educate their class about cyberbullying and parents should talk to their children about the issue.thesis research.Heartfelt thanks go to the various principals and teachers who opened their classroom doors to me.Without their cooperation this study would not have been possible.Nearly 400 students provided their input on cyberbullying.I appreciate their generosity in the sharing of their time and expert knowledge. My sincerest gratitude goes to my thesis supervisor, Dr. Laurie Hellsten
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,003 | 0,009 |
| Études des sciences et des technologies | 0,004 | 0,001 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,029 | 0,002 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».