Cyberbullying Analysis in Intercultural Educational Environments Using Binary Logistic Regressions
Metadata
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Materia
Cyberbullying Cybervictim Intercultural educational environments Binary logistic regression
Date
2021Referencia bibliográfica
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
Abstract
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.