Fereshteh Pourmohseni Koluri; Fatemeh Ghorbani Azar
Abstract
The purpose of this study was to investigate the effectiveness of cyberspace literacy training on the victimization of cyber bullying, self-control and critical thinking in high school students in 2019-2020. The present study was an experimental design with pretest-posttest with a control group. ...
Read More
The purpose of this study was to investigate the effectiveness of cyberspace literacy training on the victimization of cyber bullying, self-control and critical thinking in high school students in 2019-2020. The present study was an experimental design with pretest-posttest with a control group. The statistical population included all third grade high school students in Ardabil, from which 30 students were selected by available sampling and randomly assigned to experimental and control groups. Prior to cyberspace literacy training, both experimental and control groups answered the CBVEQ, the 13-item Tanji, self-control questionnaire, and the Ritex Critical Thinking Questionnaire. Then, the experimental group was trained in 8 cyberspace literacy program, but the control group was not receiving any intervention. After the training program, two groups respondent all questionnaires. The results of multivariate analysis of covariance (MANCOVA) showed that cyberspace literacy training had improved cyber victimization and self-control (p <0.05), but cyberspace literacy training program had a significant effect on students' critical thinking in the experimental group. did not show. Findings show that cyberspace literacy training can reduce the destructive consequences of this network by increasing users' awareness about this phenomenon.
