Multilevel analysis of the effects of principal support and innovative school climate on the integration of technology in learning activities

Ninković, Stefan; Florić, Olivera Knežević; Momcilovic, Milica

doi:10.1016/j.compedu.2023.104833

Computers & Education

2023

DOI: 10.1016/j.compedu.2023.104833

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Multilevel analysis of the effects of principal support and innovative school climate on the integration of technology in learning activities

Stefan Ninković

Olivera Knežević Florić

Milica Momcilovic

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Cited by 7 publications

References 36 publications

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The role of bullying perpetration and victimization in adolescents' perceptions of school climate and social media usage

Yüksel Doğan,

Demircioğlu

2024

Psychology in the Schools

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Previous research has reported a relationship between adolescents' perceptions of school climate and social media use. However, the underlying mechanisms associated with the relationship have yet to be fully explored. This study aimed to examine the role of peer bullying in the relationship under consideration. This cross‐sectional study applied a correlational research model to examine the perceptions of 718 adolescents aged 11–14. Data gathering entailed the School Climate Survey, Peer Bullying Self‐Report Form, and the Social Media Disorder Scale. Significant relationships between school climate, social media addiction, and peer bullying emerged from the gathered data. The study also found that peer bullying partially mediated the relationship between school climate and social media usage, both in terms of perpetrating bullying behavior and experiencing victimization. Specifically, 22.43% of the total effect of school climate on social media addiction was mediated through exposure to bullying perpetration, while 25.10% was mediated through experiencing victimization. A notable finding of this study is the role played by a perceived negative school climate in terms of increasing social media addiction; additionally, this increase may be partially mediated by exposure to peer bullying. A discussion of the results in light of the relevant literature is included, along with suggestions for future study.

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The role of bullying perpetration and victimization in adolescents' perceptions of school climate and social media usage

Yüksel Doğan,

Demircioğlu

2024

Psychology in the Schools

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Self-doubt and self-regulation: A systematic literature review of the factors affecting academic cheating in online learning environments

Kangwa,

Msafiri,

Wan

et al. 2024

Soc Psychol Educ

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Evaluating the quality of technology integration across seven European countries with the ICAP Technology Scale

Maričić,

Anđić,

Mumcu

et al. 2024

J. Comput. Educ.

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Interactive, constructive, active and passive technology scale (ICAP-TS) is a relatively new developed instrument representing an essential literature need. Through this cross-cultural study, we strived to accomplish a three-fold aim. Firstly, we aspired to verify the scale's construct validity and reliability on a large sample of teachers across seven European countries. Secondly, we aimed to evaluate the quality of technology integration (TI) on this heterogeneous sample with the ICAP-TS to explore for which learning activities teachers use technologies, within which ICAP learning/engaging modes and how often. Thirdly, we strived to examine relationships between the different technology types (TT) and TI in ICAP learning modes. The research involved 2277 primary and lower secondary school teachers. Confirmatory factor analysis revealed that the internal structure of ICAP-TS corresponds well to the overall sample, but for some countries, the model fit should be further refined. Exploratory factor analysis extracted two basic components of TT—passive and active. On a general level teachers most often integrate technology into passive learning mode with the usage of passive TT, but if these results are observed within each country separately, this is not the case everywhere. Passive TT predicts TI into passive, active, and constructive modes more, while active TT predicts TI into interactive, constructive and active modes. This study has several implications. For example future research topics can include reviewing, revising, or adding new items to the ICAP-TS related to ICAP theory to improve its validity. Other recommendations are stated in the discussion.

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Multilevel analysis of the effects of principal support and innovative school climate on the integration of technology in learning activities

Cited by 7 publications

References 36 publications

The role of bullying perpetration and victimization in adolescents' perceptions of school climate and social media usage

The role of bullying perpetration and victimization in adolescents' perceptions of school climate and social media usage

Self-doubt and self-regulation: A systematic literature review of the factors affecting academic cheating in online learning environments

Evaluating the quality of technology integration across seven European countries with the ICAP Technology Scale

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