Cognitive psychology and school learning
ahmad rastegar; Fahimeh Samari
Abstract
This research was conducted with the aim of testing the cyberbullying model in the post-Corona era based on academic support and psychological capital among high school students in Shiraz. For this purpose, 381 students of high school in Shiraz were selected by multi-stage cluster sampling method And ...
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This research was conducted with the aim of testing the cyberbullying model in the post-Corona era based on academic support and psychological capital among high school students in Shiraz. For this purpose, 381 students of high school in Shiraz were selected by multi-stage cluster sampling method And they responded to Lutans and Auliou (2007) psychological capital questionnaires, Sands and Plunkett (2005) academic support questionnaires, and Antoniodo et al (2016) cyber victim bullying experience questionnaires. The findings showed that the direct effect of academic support components (teacher support, peer support, family support) on psychological capital components (optimism, hope, flexibility and self-efficacy) is positive and significant. In addition, the direct effect of capital components the psychological effects of cyberbullying are negative and significant. At the same time, the indirect effect of academic support components on cyberbullying is negative and significant. In addition, the findings showed that in the fitted model, 42% of the variance of cyber bullying is explained by academic support and psychological capital. The goodness-of-fit indices of the cyberbullying prediction model of secondary school students in the post-Corona era also showed that the fitted model based on experimental data is compatible with the theoretical model derived from the theoretical and experimental background of the research
