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All Journal International Journal of Evaluation and Research in Education (IJERE) Emerging Science Journal
Berdi, Dinara
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Education Environmental Science

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Digital hygiene skills and cyberbullying reduction: a study among teenagers in Kazakhstan Berdi, Dinara; Niyazova, Gulzhan; Bayterekova, Nurbanu; Koshanova, Gulnazira; Usembayeva, Indira
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.28418

Abstract

Cyberbullying is a growing concern among teenagers, leading to adverse psychological and emotional consequences. To address this issue, this study aimed to identify the role of digital hygiene skills in reducing cyberbullying experiences among teenagers in Kazakhstan. A quantitative research approach was employed, and the data were collected using a questionnaire with items related to digital hygiene skills and cyberbullying experiences, which were measured on a 5-point Likert scale. A stratified random sample of 238 students from town and district middle schools in the Turkistan region participated in the study. The data were analyzed using partial least squares structural equation modeling with SmartPLS 4.0. The findings revealed that privacy protection, critical thinking, phishing and scam awareness, and digital footprint awareness were significant factors associated with reduced cyberbullying experiences. However, safe reporting, positive online behavior, and online etiquette did not significantly impact cyberbullying reduction. This study underscores the importance of promoting specific digital hygiene skills to create a safer and more supportive digital environment for teenagers. Policy recommendations are provided to enhance cyberbullying prevention efforts and foster a positive online culture.
A Novel Approach to Enhancing the Effectiveness of Chemistry Teaching by Preservice Teachers Meirbekov, Akylbek; Berdi, Dinara; Burayeva, Zhanat; Ikramov, Ilyas; Sarbaeva, Makpal
Emerging Science Journal Vol 9, No 1 (2025): February
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2025-09-01-04

Abstract

The objective of this article is to develop a new approach for improving the effectiveness of chemistry teaching, which involves transforming the teaching process via the use of interactive digital technologies. The research methodology is based on the Self-Determination Theory (SDT) and the Stimulus-Organism-Response (SOR) model. The study explores key constructs such as Perceived Usability (PU), Perceived Autonomy (PAU), Perceived Teaching Support (PTS), Perceived Competency (PCM), Perceived Relatedness (PRT), Perceived Ease of Use (PEOU), Cognitive Teaching Involvement (CTI), and Affective Teaching Involvement (ATI), examining their influence on teaching performance. Data were collected from 254 preservice chemistry teachers trained at Akhmet Yassawi International Kazakh-Turkish University, Kazakhstan. Structural equation modeling (SEM) was applied to test the scientific hypotheses. The findings showed that PU, PEOU, PAU, and PTS have a significant effect on CTI and ATI, which in turn have a positive effect on teaching effectiveness. In other words, the study confirms the importance of user-friendly and effective digital tools in developing positive attitudes towards technology adoption. The novelty of this paper comprises the author's concept of the educational process transformation through the usage of interactive digital technologies, which increases the chemistry education effectiveness. Doi: 10.28991/ESJ-2025-09-01-04 Full Text: PDF
Co-Authors Bayterekova, Nurbanu Burayeva, Zhanat Ikramov, Ilyas Koshanova, Gulnazira Meirbekov, Akylbek Niyazova, Gulzhan Sarbaeva, Makpal Usembayeva, Indira