Cyberintimidation en milieu scolaire : Analyse des facteurs sociodémographiques chez les élèves espagnols dans le contexte de l’Éducation Physique
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CONTEXTE. La cyberintimidation est un problème croissant qui suscite de vives inquiétudes au sein de la société. Les élèves d’aujourd’hui sont confrontés à une énorme menace cybernétique, bien qu’ils soient plus connectés que jamais. Ce comportement dangereux peut avoir de graves conséquences sur la santé mentale et les résultats scolaires des personnes concernées. Sachant que l’éducation physique a un impact direct sur ces comportements, l’objectif de cette étude est d’analyser la cyberintimidation dans la classe d’éducation physique en se basant sur neuf variables sociodémographiques et 22 questions du questionnaire du projet européen d’intervention contre la cyberintimidation dans un échantillon de 1 232 élèves espagnols (âgés de 8 à 18 ans). MÉTHODOLOGIE. Une méthode non probabiliste basée sur la commodité a été utilisée pour déterminer la taille de l’échantillon. Le test de Kolmogorov-Smirnov a été utilisé pour valider l’hypothèse de normalité dans l’analyse statistique. Des tests non paramétriques ont été utilisés lorsque cette hypothèse n’était pas respectée. Les mêmes variables que pour les différences selon les items du questionnaire ont été examinées, plus cinq questions
socio-démographiques nominales différenciées selon les deux dimensions du questionnaire. Des différences significatives ont été observées entre les groupes. La corrélation entre les scores des dimensions et les quatre questions démographiques continues a ensuite été examinée à l’aide du test rho de Spearman. Enfin, l’alpha de Cronbach a été utilisé pour évaluer la cohérence interne. RÉSULTATS. Bien qu’il existe des variables déterminantes de la cyberintimidation, le sexe ne semble pas être l’une d’entre elles, même si d’autres études ont montré un large éventail de résultats, établissant que le contexte détermine ce comportement. L’âge et le cycle scolaire montrent des résultats plus homogènes à cet égard, tant en ce qui concerne les victimes que les agresseurs. L’accès aux smartphones et à l’internet joue un rôle déterminant. CONCLUSIONS. Cette étude a montré que plusieurs facteurs influencent la cyberintimidation. Il serait intéressant que les administrations et les institutions scolaires approuvent des programmes de prévention et de communication éducative sur les nouvelles technologies de l’information, ainsi que sur la nocivité de ce type d’abus et d’autres.
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