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Abstract
This thesis examines psychological and pedagogical factors of virtual aggression among adolescents and the preventive potential of media literacy in reducing it. Relying on theoretical analysis, elements of content analysis, and a diagnostic observation logic, the study specifies media literacy components that support safer online behavior. The scientific novelty is an integrative model combining critical reception, digital empathy, and awareness of platform norms to prevent virtual aggression in adolescent online communication.
References
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