This pilot study consists of two parts. The first part investigates the extent to which the domestic electricity consumers intend to use and use energy efficiently using the Theory of Planned Behaviour. The second part investigates the extent to which the Energy @ Home educational intervention changed the domestic electricity consumers’ behaviour. For the first part of the study an advertisement was published and a convenience stratified sample of 61 domestic electricity consumers were selected from the 290 respondents. Data was collected from the domestic electricity consumers via a questionnaire and a telephone response log. The co-relational research design was used to investigate the relationship between the predictor variables the independent variables in the constructs of the Theory of Planned Behaviour. Simple linear regression analysis resulted in F statistic for the predicted behavioural intention was 29.74 with a p value less than 0.0001 which indicates significant statistical evidence of a linear relation between the predictor variables and the independent variables. The r2 of 0.87 implies that data points that fall closely along the best fit line. Therefore the predictor variables were good predictors of the response variable. All the participants that intended to use electricity efficiently confirmed via the telephone that they were using electricity efficiently. In the second part of the study 11 out of the 61 participants were chosen to participate in the Energy @ Home educational intervention and television program. Data was collected via the Energy audit log and the electricity consumption log. The participants intended to save between 2% and 35% of their electricity consumption and the actual electricity consumption savings were between 2% and 30%. / Science and Technology Education / M. Sc. (Mathematics, Physics & Technology Education (Physics Education))

La cyberintimidation désigne toute situation où un individu ou un groupe recourt à une technologie numérique et/ou un média social, dans le but de nuire à un tiers. Au Québec, 22 % des adolescents sont victimes d’actes de cyberintimidation chaque année. Les effets les plus importants de ces actes sont notamment l’anxiété sociale, la baisse des résultats scolaires, la dépression sévère et l’apparition d’idées suicidaires. Cette thèse s’intéresse aux actions mises en œuvre par des vidéastes amateurs et par des adolescents pour lutter contre la cyberintimidation, à l’aide de la vidéo numérique et YouTube. La recherche s’appuie sur la théorie de la rationalité cognitive, qui propose d’expliquer l’existence des phénomènes sociaux en s’intéressant aux raisons pour lesquelles les individus agissent dans un contexte donné. Elle recourt aussi aux concepts de médiation et de médiatisation, dans le but de distinguer l’acte relationnel de communication de l’acte de mise en média de l’information. Dans le cadre de la recherche présentée, 59 vidéos amateures ont été archivées, trois entrevues avec des vidéastes ont été réalisées et 14 groupes de discussion avec 75 adolescents ont été menés. Ces trois ensembles de données ont fait l’objet d’une analyse catégorielle de contenu, qui a permis d’identifier les idées dominantes et les modes de représentation privilégiés dans les vidéos et dans les discours des participants. Les résultats présentés montrent que les vidéos amateures pressent le public à agir contre la cyberintimidation, mais qu’elles proposent peu de pistes de solution concrètes. Afin de convaincre le public à agir, les vidéos révèlent des taux de victimisation élevés, s’opposent à l’idée selon laquelle la cyberintimidation serait moins grave que l’intimidation traditionnelle, et affirment que ce phénomène peut conduire au suicide. Les vidéos mettent de l’avant une image des victimes qui peut paraître stéréotypée à première vue, mais qui correspond aux résultats des recherches sur la cyberintimidation. Cette recherche montre aussi que les vidéastes amateurs sont plus motivés par l’acquisition d’un capital de reconnaissance et par le développement d’habiletés en production vidéo que par le désir d’aider autrui en rapport avec la cyberintimidation. Les résultats montrent également que l’idée de produire des mises en scène caricaturales pour la cyberintimidation est rejetée par les adolescents, qui valorisent plutôt le réalisme et l’authenticité. Ils révèlent aussi que les adolescents sont peu réceptifs à l’idée de recourir à l’humour ou à la violence pour convaincre un public, et qu’ils s’opposent à l’idée de produire une vidéo dont les contenus sont générés par ordinateur ou dénués de toute présence humaine. La principale contribution de cette recherche à l’avancement des connaissances sur les jeunes et les médias est une meilleure compréhension des défis qu’ils rencontrent quand ils produisent une vidéo de nature socioéducative. Des programmes d’éducation aux médias ciblant les adolescents pourraient aborder avec eux les principes d’une telle communication, notamment le choix des contenus, le public visé et le mode de diffusion. / Cyberbullying refers to any situation where an individual or a group uses digital technology and/or social media in order to harm a third party. In Quebec, 22% of teenagers are victims of cyberbullying each year. The major effects of these acts include social anxiety, lower grades, severe depression and the emergence of suicidal ideation. This thesis focuses on the actions favored by amateur videographers and adolescents to fight against cyberbullying, using digital video and YouTube. The research is inspired by the theory of cognitive rationality, which suggests that social phenomena may be explained by the reasons why individuals act in a given context. It also uses the concepts of mediation and mediatization in order to distinguish the relational act of communication and the act of formatting information. In this study, 59 amateur videos have been archived, three interviews with video producers have been conducted and 14 focus groups with 75 teenagers were lead. These three data sets have been subjected to a categorical content analysis, which identified the dominant ideas and the preferred modes of representation in the videos and in the discourses of participants. The results presented show that amateur videos urge the public to act against cyberbullying, but that they offer few concrete solutions. To convince the public to take action, the videos show high rates of victimization, take position against the idea that cyberbullying is less serious than traditional bullying, and argue that this phenomenon can lead to suicide. The videos present a picture of the victims that may seem stereotypical at first glance, but which corresponds to the results of research on cyberbullying. This study also shows that video producers are more motivated by the acquisition of a capital of recognition and by the development of skills in video production than by the desire to help those affected by cyberbullying. The results also show that the idea of ​​producing unrealistic dramatizations to describe cyberbullying is rejected by teenagers, who value instead realism and authenticity. They also reveal that teenagers are not receptive to the idea of ​​using humor or violence to convince an audience, and that they are opposed to the idea of ​​producing a video whose contents are computer-generated or in which there is no human presence. The main contribution of this research to the advancement of knowledge on youth and media is a better understanding of the challenges faced by teenagers when they produce a socioeducational video. Media education programs targeting teenagers could discuss with them the principles of such communication, especially regarding the choice of contents, the intended audience and the preferred mode of diffusion.

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This pilot study consists of two parts. The first part investigates the extent to which the domestic electricity consumers intend to use and use energy efficiently using the Theory of Planned Behaviour. The second part investigates the extent to which the Energy @ Home educational intervention changed the domestic electricity consumers’ behaviour. For the first part of the study an advertisement was published and a convenience stratified sample of 61 domestic electricity consumers were selected from the 290 respondents. Data was collected from the domestic electricity consumers via a questionnaire and a telephone response log. The co-relational research design was used to investigate the relationship between the predictor variables the independent variables in the constructs of the Theory of Planned Behaviour. Simple linear regression analysis resulted in F statistic for the predicted behavioural intention was 29.74 with a p value less than 0.0001 which indicates significant statistical evidence of a linear relation between the predictor variables and the independent variables. The r2 of 0.87 implies that data points that fall closely along the best fit line. Therefore the predictor variables were good predictors of the response variable. All the participants that intended to use electricity efficiently confirmed via the telephone that they were using electricity efficiently. In the second part of the study 11 out of the 61 participants were chosen to participate in the Energy @ Home educational intervention and television program. Data was collected via the Energy audit log and the electricity consumption log. The participants intended to save between 2% and 35% of their electricity consumption and the actual electricity consumption savings were between 2% and 30%. / Science and Technology Education / M. Sc. (Mathematics, Physics & Technology Education (Physics Education))