Effect of cyberbullying on the students of the second educational period of primary school

Raziskava, ki je predstavljena v magistrskem delu, raziskuje o vplivu spletnega nasilja na učence, ki obiskujejo 2. vzgojno-izobraževalno obdobje in je sestavljena iz dveh delov – teoretičnega in empiričnega dela. V teoretičnem delu so predstavljena teoretična izhodišča, in sicer definicija spletnega nasilja, njegove oblike, značilnosti, posledice, kako se spletno nasilje pojavlja v šolah in tudi doma ter načini zaščite pred samim spletnim nasiljem. V empiričnem delu je predstavljena empirična raziskava (n = 170). V tem delu so predstavljeni rezultati anketnega vprašalnika o tem, ali učenci vedo, kaj je to spletno nasilje, ali so se z njim srečali, ga prepoznavajo, se z njim spopadajo in ali ga znajo preprečiti. Podatke smo pridobili s pomočjo anketnega vprašalnika, analizirali pa smo jih s pomočjo programa Jamovi. Tri od šestih zastavljenih hipotez smo potrdili, in sicer da je več kot polovica anketiranih učencev že seznanjena s tem, kaj spletno nasilje je, drugo hipotezo, v kateri smo predvidevali, da je manj kot polovica učencev že doživelo spletno nasilje ter tretjo hipotezo, ki glasi, da se je vpliv spletnega nasilja v času epidemije povečal zaradi povečane uporabe IKT. Enako priča ena izmed študij, spet druge dobijo ravno nasprotne rezultate, in sicer da se spletno nasilje ni povečalo, nekatere ugotovitve celo pričajo, da se je ta oblika nasilja celo zmanjšala. Ostale tri hipoteze pa smo ovrgli, in sicer da več kot polovica žrtev spletnega nasilja o tem ne spregovori, da je spletnega nasilja več v višjih razredih ter da med spoloma ne obstaja statistično pomembne razlike pri doživljanju spletnega nasilja. Da med spoloma obstaja razlika, pa so pokazale številne druge raziskave, v katerih so ugotovili, da spletno nasilje v večji meri doživljajo dekleta. Podatki naše raziskave pa niso pokazali razlik med razredi in spoloma. The research presented in the Master’s Thesis explores the impact of online violence on pupils attending the 2nd educational period and consists of two parts – theoretical and empirical work. The theoretical work presents theoretical starting points, the definition of online violence, its form, characteristics, the consequences of how online violence occurs in schools and alsov s at home, and methods of protection against online violence itself. The empirical study (n = 170) is presented in the empirical part. This section presents the results of a survey questionnaire on whether students know what this online violence is, whether they have encountered, identified and are able to prevent it. Data were obtained using a survey questionnaire and analyzed using the Jamovi program. Three of the six hypotheses were confirmed, first was that more than half of the pupils surveyed were already aware of what online violence was, another hypothesis in which we assumed that less than half of pupils had already experienced online violence and a third hypothesis, which reads that the impact of online violence has increased during the epidemic due to increased use of ICT. The same evidence is witnessed by one of the studies, some other studies got the opposite results which are that online violence has not increased, and some findings even testify that this form of violence has even decreased. The other three hypotheses were debunked, namely that more than half of the victims of online violence do not say that online violence is more in the upper classes, and that there is no statistically significant difference between the sexes in experiencing online violence. There is a difference between the sexes, however, by a number of other studies, which found that online violence is experienced more by girls. However, our survey data did not show differences between classes and genders