Cyberbullying Analysis in Intercultural Educational Environments Using Binary Logistic Regressions
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CyberbullyingCybervictimIntercultural educational environmentsBinary logistic regression
Ortiz-Marcos, J.M.; Tomé-Fernández, M.; FernándezLeyva, C. Cyberbullying Analysis in Intercultural Educational Environments Using Binary Logistic Regressions. Future Internet 2021, 13, 15. https://doi.org/10.3390/fi13010015
The goal of this study is to analyze how religion, ethnic group, and race influence the likelihood of becoming either a cybervictim or cyberbully in intercultural educational environments. In the research, 755 students in secondary education were analyzed in the south of Spain through the Cyberbullying Scale for students with Cultural and Religious Diversity (CSCRD). The analyses were carried out using the Statistical Package SPSS and the STATA software. The results obtained from the Kruskal–Wallis H test showed significant differences according to these aspects, for both the cybervictim and cyberbully parameters. The results stemming from binary logistic regressions confirmed such differences and regarded those students who belong to the Muslim religion, the gypsy ethnic group and the Asian race as being more likely to become cybervictims. Furthermore, these analyses showed that Gypsy and Asian students were also more likely to be cyberbullies than other groups. The main conclusions state that minority groups are more likely to suffer cyberbullying in intercultural educational environments, and that students from these groups are also more likely to become cyberbullies.