Educational Environments with Cultural and Religious Diversity: Psychometric Analysis of the Cyberbullying Scale

Abstract

The objective of this research is to adapt and validate a useful instrument to diagnose cyberbullying, provoked by intolerance towards cultural and religious diversity, identifying the profile of the aggressor and the victim. The study was carried out using the Delphi technique, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). The selected sample was composed of 1478 adolescents, all students from Compulsory Secondary Education of Spain. The instrument items were extracted from relevant scales on the topic. The initial questionnaire was composed of 52 items and three underlying constructs. After validation with EFA (n = 723), the structure was checked, and the model was later corroborated with CFA (n = 755) through structural equations (RMSEA = 0.05, CFI = 0.826, TLI = 0.805). The reliability and internal consistency of the instrument were also tested, with values for all dimensions being higher than 0.8. It is concluded that this new questionnaire has 38 items and three dimensions. It has an acceptable validity and reliability, and can be used to diagnose cyberbullying caused by the non-acceptance of cultural and religious diversity in Compulsory Secondary Education students.

Use of Mobile Technologies in Personal Learning Environments of Intercultural Contexts: Individual and Group Tasks

“…As with the strategies and reflection tools, the multimedia resources to mobile technologies in the relationship processes prevail, an important aspect to take into account in the training of future digital citizens, due to the rise of globalized, multicultural, digital and smart cities [63,134]. This leads one to consider that the role of the teacher to ensure the proper use of these resources will be fundamental [135], since, for example, tools like social networks can improve the intercultural relations of the students, but it can also be a means of segregation between them [66,136,137].…”

“…These intercultural learning communities represent the reality of globalized classrooms, as they are understood as diverse learning communities, and include a multitude of ethnicities, races and religions on equal terms [64,65]. In this way, the use of PLEs in these communities would support the process of peaceful coexistence pursued by the intercultural paradigm, contributing to produce changes in perspectives in students through their own acculturation, which can reduce prejudices, resentments and fears about the diversity presented in the classroom [66,67]. The relationships that occur in intercultural communities offer more than a link between students with ethnic annotations, and are based on culturalism thinking and the homogenization processes of cultural groups [15].…”

Cyberbullying Analysis in Intercultural Educational Environments Using Binary Logistic Regressions

“…To this end, the study uses an adapted and validated instrument, composed of items that present anti-values such as intolerance, xenophobia, or lack of empathy towards cultural diversity [1]. This is in contrast to previous research [48,49], in which cyberbullying is measured as a generalized construct of the relationships that students present when they are online.…”

“…The instrument used to carry out this research was the Cyberbullying Scale for students with Cultural and Religious Diversity (CSCRD) [1]. This instrument has two parts: the first part assesses the sociodemographic variables of age, gender, city, institution, course, nationality, ethnicity, culture, and religion; and the second part evaluates the cybervictim and cyberbully profile of the subjects surveyed.…”

“…To answer this question, a quasi-experimental research of expo-fact type was carried out, in which, through a questionnaire divided into two subscales (cyberbully and cyber-victim) [1], the probability of respondents to suffer or emit cyberbullying in intercultural contexts was measured taking into account their ethnicity, race, and religion.…”