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Cyberbullying by Chinese adolescents after being cyber-victimized: How does moral disengagement affect this process?
No full textCyberbullying among adolescents is a serious concern, warranting the attention of both researchers and practitioners. While cyber-victimization is considered one of the most important factors leading to cyberbullying perpetration, more investigation is needed on the underlying mediating mechanisms, especially from a developmental perspective. Based on the social information processing model, this study investigated the direction of the relationship between cyber-victimization and cyberbullying perpetration as well as the underlying developmental mechanisms of moral disengagement. Parallel process latent growth curve modeling was used to jointly model the developmental trajectories of cyber-victimization and cyberbullying perpetration and to investigate the mediating role of moral disengagement. Three-wave longitudinal data—with a 1-year time interval between consecutive waves—were obtained from a sample of Chinese adolescents (N = 1,422; 50.9% girls; mean age = 13.56) and analyzed. All participants completed self-report questionnaires on cyber-victimization, cyberbullying perpetration, and moral disengagement. Results showed that both the initial level and change in cyber-victimization predicted an increase in cyberbullying perpetration over time. Changes in moral disengagement mediated the relationship between initial levels of cyber-victimization and changes in cyber-victimization, and also changes in cyberbullying perpetration. Initial levels of cyber-victimization also indirectly influenced initial levels of cyberbullying perpetration through initial levels of moral disengagement. Furthermore, gender was significantly associated with cyber-victimization, with girls showing a lower likelihood of being cyberbullying victims than boys. By investigating the development of both cyberbullying victimization and perpetration among adolescents, this study provides valuable insights for future research and intervention programs aimed at protecting adolescents in the cyber world
MLS950 Applied quantum mechanics
No full textM.Sc. Life Sciences (Clean Energy Physics) Ph.D. January Semester Examination 202
Investigating shared agency in student knowledge building discourse using epistemic network analysis
No full textThe open access publication is available at https://doi.org/10.58459/rptel.2026.21006In computer-supported collaborative learning, students engage in both synchronous online and face-to-face discussions to enhance engagement and learning from peers. Recent research highlights the potential of quantitative modelling techniques, such as those used in Epistemic Network Analysis, to deepen our understanding of student collaboration through discourse, including the concept of shared epistemic agency in Knowledge Building. However, these efforts are still in the early stages. This study aims to advance this research by analysing student contributions in synchronous discussions (online and verbal) within a Knowledge Building framework. Data was collected from a Grade 5 class during a 2.5-hour Social Studies lesson designed to foster real-world problem-solving and collaborative discussions. Students participated in discussions on Knowledge Forum (online) and in face-to-face small groups. Transcripts of group discussions and Knowledge Forum notes were coded for semantic types and analysed for weighted connections between coded contributions using Epistemic Network Analysis. The analysis of overall student contributions revealed distinct patterns of weighted connections between codes and varying degrees of idea development in online versus oral discussions. Additionally, the study identified different engagement patterns within groups based on their epistemic networks. The findings offer insights into student engagement during collaborative talk and have implications for future research and practice.OER 19/19 TC
Employing a dimensional framework and machine learning to empower research on dyslexia and dyscalculia
No full textThe neurocognitive mechanisms underlying prevalent learning disorders, such as dyslexia, dyscalculia, and their comorbidity, remain unclear and are the subject of ongoing debate. The core-deficit hypothesis has long been the dominant theory explaining these mechanisms across various learning disorders. However, this hypothesis faces criticism for its limited explanatory power and reliance on a categorical framework. In contrast, a dimensional framework has been proposed as a more robust approach, offering deeper theoretical insights and addressing some of the methodological limitations inherent in the categorical model. In this opinion paper, we also suggest leveraging advanced technologies, such as specific machine learning techniques and simulated data (e.g. digital twins), to further refine our understanding within a dimensional framework. This work contributes to the ongoing discourse on human potential by exploring how neurocognitive diversity can be better understood and supported through advanced methodologies. By shifting towards a dimensional perspective and integrating emerging technologies, we aim to enhance interventions that unlock learning potential across diverse learner profiles.Accepted versionNRF2016-SOL002-00
Enhancing curriculum making for character and citizenship education: An agentic approach
No full textThis brief was based on the project OER 17/21 PAJ: Enhancing Curriculum Making for Character and Citizenship Education: An Agentic Approach
