More Intercultural Sensitivity, Less Cyberbullying: The Role of Religious Education among High-School Students

Autor/inn/en	Cuco?, Constantin; Grigore, Ana Nicoleta; Maftei, Alexandra
Titel	More Intercultural Sensitivity, Less Cyberbullying: The Role of Religious Education among High-School Students
Quelle	In: Journal of Beliefs & Values, 44 (2023) 2, S.229-242 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maftei, Alexandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361 7672
DOI	10.1080/13617672.2022.2084587
Schlagwörter	High School Students; Religious Education; Intercultural Communication; Cultural Awareness; Bullying; Computer Mediated Communication; Outcomes of Education; Intellectual Disciplines; Foreign Countries; Course Content; Religion Studies; Religious Factors; Romania + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Interkulturelle Kommunikation; Cultural identity; Kulturelle Identität; Mobbing; Computerkonferenz; Lernleistung; Schulerfolg; Geisteswissenschaften; Ausland; Kursprogramm; Religionswissenschaft; Rumänien
Abstract	The present study aimed to explore the link between intercultural sensitivity, the four dimensions of cyberbullying, i.e. aggression, victimisation, cyber-defending, and passive bystander behaviour), and religious education as a formal study discipline in schools. Our sample consisted of 241 high school students (M = 18.54, SD = 0.49, 61% males). Our results suggested significant negative associations between intercultural sensitivity and cyber-perpetration, cyber-victimisation, and cyber-bystander behaviour. No significant gender differences were found concerning intercultural sensitivity. Our findings also suggested that the participants who studied religion as a formal discipline in high school reported higher intercultural sensitivity. Furthermore, we also found a significant interaction effect between intercultural sensitivity and religion as a formal school discipline, in the case of cyber-aggression and cyber-victimisation dimensions of cyberbullying. Finally, we discuss our findings considering their practical implication, primarily in educational settings. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01