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İlköğretim Öğrencilerinin Zorbalığın Nedenleri ile İlgili Algıları

Yıl 2012, Cilt: 11 Sayı: 1, 25 - 48, 01.06.2012

Öz

Bir veya daha çok kişi tarafından tekrarlı olarak olumsuz davranışlar yöneltilen kişi zorbalığa uğramış olarak kabul edilir. Okulda ve toplumda zorbalık çok sık yaşanır. Öğrenciler okul zorbalığının birinci dereceden tanıklarıdır. Bu çalışmanın amacı ilköğretim öğrencilerinin okuldaki zorbalığın nedenleriyle ilgili algılarını ortaya çıkarmaktır. Bu amaçla bir ilköğretim okulunda 4-8. sınıflardaki 688 öğrenciye Colorado Okul İklimi Anketi uygulanmıştır. Veriler frekans ve yüzde hesapları aracılığıyla analiz edilmiştir. En sık bildirilen zorbalığa uğrama nedeni fiziksel zayıflık olmuştur (zorbaların %,56.5, zorba- kurbanların %52.9 ve kurbanların %48.6’sı). Şişman olmak ve fakir olmak diğer nedenler arasındadır. Kızların yaklaşık olarak yarısı sırasıyla kısa, fakir ve şişman olmanın en önemli zorbalığa uğrama nedenleri olduğunu bildirirken, erkekler fiziksel zayıflık, şişmanlık ve cılızlığı rapor etmişlerdir. Ne zorba ne de kurban olanlara göre zorbalığa uğrama nedenleri fiziksel zayıflık, fakirlik ve kötü giyinmedir. Hem kurbanlar hem de zorbakurbanlar birinci nedenin fiziksel zayıflık olduğunu dile getirirken, zorbalar arkadaşı olmayan, kısa ve fakir çocukların zorbalığa uğradığını söylemişlerdir

Kaynakça

  • Ada, Ş. (2010). Erzurum’daki ilköğretim 6.,7.,8. sınıf öğrencilerinin akran zorbalığının çeşitli değişkenler açısından incelenmesi. Eğitim ve Bilim, 35(158):90-100.
  • Almeida, A., Caurcel, M.J., & Machado, J.C. (2006). Perceived characteristics of victims according to their victimized and nonvictimized peers. Electronic Journal of Research in Educational Psychology, 4(2), 371-396.
  • Andreou, E. (2000). Bully/victim problems and their association with psychological constructs in 8- to 12- year old Greek schoolchildren. Aggressive Behavior, 26, 49-56.
  • Atli, A., Kaya, A. & Bölükbaşı-Macit, Z. (2010). İlköğretim II.kademe öğrencilerinin boyun eğici davranış düzeylerinin belirlenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11(1): 61-79.
  • Batsche, G.M., & Knoff, H. M. (1994). Bullies and their victims: Understanding a pervasive problem in the schools. School Psychology Review, 23(2),165-174.
  • Bentley, K.M. & Li, A.K.F. (1995). Bully and victim problems in elementary schools and students' beliefs about aggression. Canadian Journal of School Psychology, 11, 153-165.
  • Bidwell, N.M. (1997). The nature and prevalence of bullying in elementary schools. SSTA Research Centre Report.
  • Bilchik, S. (1996). Curfew: An answer to juvenile delinquency and victimization? US Office of Juvenile Justice and Delinquency Prevention (OJJDP) Juvenile Justice Bulletin. Retrieved August 03, 2008, from http://www.ncjrs.gov/txtfiles/curfew.txt
  • Bilgiç, E. (2007). İlköğretim I.kademede görülen zorba davranışların sınıf değişkenleri ve atmosferi algılamalarına gore incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Çukurova Üniversitesi Sosyal Bilimler enstitüsü, Adana.
  • Boulton, J.J., & Underwood, K. (1992). Bully/victim problems among middle school children. British Journal of Education Psychology, 62, 73-87.
  • Boulton, M. J., Bucci, E., & Hawker, D. D. S. (1999). Swedish and English secondary school pupils' attitudes towards, and conceptions of, bullying: Concurrent links with bully/victim involvement. Scandinavian Journal of Psychology, 40, 277-2874.
  • Buchanan, P. & Winzer, M. (2001). Bullying in schools: Children’s voices. International Journal of Special Education, 16(1): 67-79.
  • Çalık, T., Özbay, Y., Özer, A., Kurt, T. & Kandemir, M. (2009). İlköğretim okulu öğrencilerinin zorbalık statülerinin okul iklimi, prososyal davranışlar, temel ihtiyaçlar ve cinsiyet değişkenlerine göre incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 15(60):555-576.
  • Carroll-Lind, J. & Kearney, A. (2004). Bullying: What do students say? Kairaranga, 5(2), 19-24.
  • Carter, S, Janzen, H. L., and Paterson, J. G. (1999). The psychopathology of school violence, In G. Malicky, B. Shapiro, and K. Mazurek (Eds.), Building foundations for safe and caring schools: Research on disruptive behaviour and violence (pp. 11-30). Edmonton, AB: Duval Publishing House.
  • Champion, K., Vernberg, E., & Shipman, K. (2003). Nonbullying victims of bullies: Aggression, social skills, and friendship characteristics. Applied Developmental Psychology, 24, 535-551.
  • Cole, E. (1995). Responding to school violence: Understanding for today and tomorrow. Canadian Journal of School Psychology, 11, 108-116.
  • Cook, C.R., Williams, K.R., Guerra, N.G., Kim, T.E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A Meta-analytic investigation. School Psychology Quarterly, 25(2), 65-83.
  • Craig, W., Harel-Fisch, Y., Fogel-Grinvald, H., Dostaler, S., Hetland, J., Simons-Morton, B., Molcho, M., Gaspar de Mato, M., Overpeck, M., Due, P., Pickett, W., HBSC Violence & Injuries Prevention Focus Group, & HBSC Bullying Writing Group. (2009). A crossnational profile of bullying and victimization among adolescents in 40 countries. Internarional Journal of Public Health, 54(2): 216-224.
  • Craig, W.M. & Pepler, D.J. (1997). Observations of bullying and victimization in the school yard. Canadian Journal of School Psychology, 13, 41-60.
  • Çetinkaya, S., Nur, N., Ayvaz,A., Özdemir, D., & Kavakçı, Ö.(2009). Sosyoekonomik durumu farklı üç ilköğretim okulu öğrencilerinde akran zorbalığının depresyon ve benlik saygısı düzeyiyle ilişkisi. Anadolu Psikiyatri Dergisi, 10:151-158.
  • Demaray, M.K. & Malecki, C.K. (2003). Perceptions of the frequency and importance of social support by students classified as victims, bullies and bully/victims in an urban middle school. School Psychology Review, 32, 471-490.
  • Dilekmen, M., Ada, Ş., & Alver, B. (2011). İlköğretim II. kademe öğrencilerinin saldırganlık özellikleri. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 10(2):927-944.
  • Dinkes, R., Kemp, J. & Baum, K. (2009). Indicators of School Crime and Safety: 2008 (NCES 2009-022/NCJ 226343). Washington, DC: National Center for Education Statistics,
  • Institute of Education Sciences, U.S. Department of Education, and Bureau of Justice Statistics, Office of Justice Programs, U.S. Department of Justice. Retrieved November, 17, 2009, from http://nces.ed.gov or http://www.ojp.usdoj.gov/bjs.
  • Eisenberg, M.E., Neumark-Sztainer, D., & Story, M. (2003). Associations of Weight-Based Teasing and Emotional Well-being Among Adolescents. Archives of Pediatrics & Adolescent Medicine, 157, 233-238.
  • Eslea, M. & Smith, P.K. (1994). Anti-bullying work in primary schools. Poster presented to the Annual Conference of the Developmental Section of the British Psychological Society, Portsmouth, UK.
  • Evenson, B. (1999, August 7). Schoolyard bullies are victims, too: Researchers. National Post, pp. A1, A2.
  • Farley, R. L. (1999) Does a relationship exist between social perception, social intelligence and empathy for students with a tendency to be a bully, a victim or bull/victim?’, Honours thesis, Adelaide Psychology Department, University of Adelaide.
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The Perceptions of Elementary Students about the Reasons for Bullying

Yıl 2012, Cilt: 11 Sayı: 1, 25 - 48, 01.06.2012

Öz

A person is being bullied when he or she is exposed repeatedly and over time to negative actions on the part of one or more persons. Incidents of bullying are frequent occurrences for many children at school. This study was intended to investigate the perceptions of the elementary students about the reasons for bullying in the school. For this purpose 688 students from 4-8th. Grades of an elementary school were given a questionnaire “Colorado School Climate Survey”. The data was analyzed in terms of frequencies and percentiles. The results revealed that the most frequently reported reason was being physically weak (for bullies 56.5%, bullyvictims 52.9%, victims 48.6%), being fat (for victims bully-victims 45.1%, victims 42.6%) and being poor (for bully-victims 43.2%, victims 41.5%, neither bully nor victims 39.4%). Almost half of the girls reported that the reasons of bullying are being short, being poor and being fat. Boys reported these reasons physical weakness, being fat and being skinny. According to neither bullies nor victims the reasons of bullying are physical weakness, poorness, and bad wearing. Victims also reported that first reason is physical weakness. Bullies reported that children without friends, short and poor children mostly bullied. Bully/victims again talked about physical weakness

Kaynakça

  • Ada, Ş. (2010). Erzurum’daki ilköğretim 6.,7.,8. sınıf öğrencilerinin akran zorbalığının çeşitli değişkenler açısından incelenmesi. Eğitim ve Bilim, 35(158):90-100.
  • Almeida, A., Caurcel, M.J., & Machado, J.C. (2006). Perceived characteristics of victims according to their victimized and nonvictimized peers. Electronic Journal of Research in Educational Psychology, 4(2), 371-396.
  • Andreou, E. (2000). Bully/victim problems and their association with psychological constructs in 8- to 12- year old Greek schoolchildren. Aggressive Behavior, 26, 49-56.
  • Atli, A., Kaya, A. & Bölükbaşı-Macit, Z. (2010). İlköğretim II.kademe öğrencilerinin boyun eğici davranış düzeylerinin belirlenmesi. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11(1): 61-79.
  • Batsche, G.M., & Knoff, H. M. (1994). Bullies and their victims: Understanding a pervasive problem in the schools. School Psychology Review, 23(2),165-174.
  • Bentley, K.M. & Li, A.K.F. (1995). Bully and victim problems in elementary schools and students' beliefs about aggression. Canadian Journal of School Psychology, 11, 153-165.
  • Bidwell, N.M. (1997). The nature and prevalence of bullying in elementary schools. SSTA Research Centre Report.
  • Bilchik, S. (1996). Curfew: An answer to juvenile delinquency and victimization? US Office of Juvenile Justice and Delinquency Prevention (OJJDP) Juvenile Justice Bulletin. Retrieved August 03, 2008, from http://www.ncjrs.gov/txtfiles/curfew.txt
  • Bilgiç, E. (2007). İlköğretim I.kademede görülen zorba davranışların sınıf değişkenleri ve atmosferi algılamalarına gore incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Çukurova Üniversitesi Sosyal Bilimler enstitüsü, Adana.
  • Boulton, J.J., & Underwood, K. (1992). Bully/victim problems among middle school children. British Journal of Education Psychology, 62, 73-87.
  • Boulton, M. J., Bucci, E., & Hawker, D. D. S. (1999). Swedish and English secondary school pupils' attitudes towards, and conceptions of, bullying: Concurrent links with bully/victim involvement. Scandinavian Journal of Psychology, 40, 277-2874.
  • Buchanan, P. & Winzer, M. (2001). Bullying in schools: Children’s voices. International Journal of Special Education, 16(1): 67-79.
  • Çalık, T., Özbay, Y., Özer, A., Kurt, T. & Kandemir, M. (2009). İlköğretim okulu öğrencilerinin zorbalık statülerinin okul iklimi, prososyal davranışlar, temel ihtiyaçlar ve cinsiyet değişkenlerine göre incelenmesi. Kuram ve Uygulamada Eğitim Yönetimi, 15(60):555-576.
  • Carroll-Lind, J. & Kearney, A. (2004). Bullying: What do students say? Kairaranga, 5(2), 19-24.
  • Carter, S, Janzen, H. L., and Paterson, J. G. (1999). The psychopathology of school violence, In G. Malicky, B. Shapiro, and K. Mazurek (Eds.), Building foundations for safe and caring schools: Research on disruptive behaviour and violence (pp. 11-30). Edmonton, AB: Duval Publishing House.
  • Champion, K., Vernberg, E., & Shipman, K. (2003). Nonbullying victims of bullies: Aggression, social skills, and friendship characteristics. Applied Developmental Psychology, 24, 535-551.
  • Cole, E. (1995). Responding to school violence: Understanding for today and tomorrow. Canadian Journal of School Psychology, 11, 108-116.
  • Cook, C.R., Williams, K.R., Guerra, N.G., Kim, T.E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: A Meta-analytic investigation. School Psychology Quarterly, 25(2), 65-83.
  • Craig, W., Harel-Fisch, Y., Fogel-Grinvald, H., Dostaler, S., Hetland, J., Simons-Morton, B., Molcho, M., Gaspar de Mato, M., Overpeck, M., Due, P., Pickett, W., HBSC Violence & Injuries Prevention Focus Group, & HBSC Bullying Writing Group. (2009). A crossnational profile of bullying and victimization among adolescents in 40 countries. Internarional Journal of Public Health, 54(2): 216-224.
  • Craig, W.M. & Pepler, D.J. (1997). Observations of bullying and victimization in the school yard. Canadian Journal of School Psychology, 13, 41-60.
  • Çetinkaya, S., Nur, N., Ayvaz,A., Özdemir, D., & Kavakçı, Ö.(2009). Sosyoekonomik durumu farklı üç ilköğretim okulu öğrencilerinde akran zorbalığının depresyon ve benlik saygısı düzeyiyle ilişkisi. Anadolu Psikiyatri Dergisi, 10:151-158.
  • Demaray, M.K. & Malecki, C.K. (2003). Perceptions of the frequency and importance of social support by students classified as victims, bullies and bully/victims in an urban middle school. School Psychology Review, 32, 471-490.
  • Dilekmen, M., Ada, Ş., & Alver, B. (2011). İlköğretim II. kademe öğrencilerinin saldırganlık özellikleri. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 10(2):927-944.
  • Dinkes, R., Kemp, J. & Baum, K. (2009). Indicators of School Crime and Safety: 2008 (NCES 2009-022/NCJ 226343). Washington, DC: National Center for Education Statistics,
  • Institute of Education Sciences, U.S. Department of Education, and Bureau of Justice Statistics, Office of Justice Programs, U.S. Department of Justice. Retrieved November, 17, 2009, from http://nces.ed.gov or http://www.ojp.usdoj.gov/bjs.
  • Eisenberg, M.E., Neumark-Sztainer, D., & Story, M. (2003). Associations of Weight-Based Teasing and Emotional Well-being Among Adolescents. Archives of Pediatrics & Adolescent Medicine, 157, 233-238.
  • Eslea, M. & Smith, P.K. (1994). Anti-bullying work in primary schools. Poster presented to the Annual Conference of the Developmental Section of the British Psychological Society, Portsmouth, UK.
  • Evenson, B. (1999, August 7). Schoolyard bullies are victims, too: Researchers. National Post, pp. A1, A2.
  • Farley, R. L. (1999) Does a relationship exist between social perception, social intelligence and empathy for students with a tendency to be a bully, a victim or bull/victim?’, Honours thesis, Adelaide Psychology Department, University of Adelaide.
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  • Flouri, E. & Buchanan, A. (2002). Life satisfaction in teenage boys: The moderating role of father involvement and bullying. Aggressive Behavior, 28, 126-133.
  • Fox, C. L. & Boulton, M. J. (2005). The social skills problems of victims of bullying: Self, peer and teacher perceptions. British Journal of Edicational Psychology, 75, 313-328.
  • Fox, J.A., Elliott, D.S., Kerlikowske, R.G., Newman, S.A., Christeson, W. (2000). Bullying prevention is crime prevention. FIGHT CRIME: INVEST IN KIDS 2000 P Street NW, Suite 240, Washington, DC 20036 202.776.0027 http://www.pluk.org/Pubs/Bullying2.pdf
  • Frisén, A., Holmqvist, K., & Oscarsson, D. (2008). 13-year-olds’ perception of bullying: definitions, reasons for victimization and experience of adults’ response. Educational Studies, 34(2):105-117.
  • Garrity C, Jens K, Porter W, Sager N, Short-Camilli C 2000. Colorado School Climate Survey, Elementary School Student Report. In: Bully-proofing Your School: A Comprehensive Approach for Elementary School. Chapter three:, (2nd Edi.) Longmont, CO: Sopris West, pp. 55-61.
  • Glover, D., Cartwright, N., & Gleeson, D. (1998). Towards bully free schools: Interventions in actions. Buckingham, England: Open University Press.
  • Gökler, R. (2009). Okullarda akran zorbalığı. Uluslararası İnsan Bilimleri Dergisi. 6(2):511-537.
  • Griffiths, L.J., Wolke, D., Page, A.S., & Horwood, J.P. (2006). Obesity and bullying: different effects for boys and girls. Archives of Disease in Childhood, 91:121-125.
  • Guo, Q., Ma, W.J., Nie, S.P., Xu, Y.J., Xu, H.F., & Zhang, Y.R. (2010). Relationships between weight status and bullying victimization among school-aged adolescents in Guangdong Province of China. Biomedical and Environmental Sciences, 23, 108-112.
  • Gültekin-Akduman, G. (2010). 7-14 yaş grubu çocuklarda akran istismarı ve kendi çözüm önerileri. Kuramsal Eğitimbilim, 3(2), 13-26.
  • Hazler, R.J., Miller, D.L., Carney, J.V., & Green, S. (2001). Adult recognition of bullying situations. Educational Research, 43(2), 133-146.
  • -Önder, F. (2010). İlköğretim ikinci kademe öğrencilerinde zorbalığı yordamada sosyal beceri ve yaşam doyumu İlköğretim Online, 9(3), 1159-1173.
  • Horwood, J., Waylen, A., Herrick, D., Williams, C., Wolke, D., & The Avon Longitudinal Study of Parents and Children Study Team (2005). Common Visual Defects and Peer Victimization in Children. Investigative Ophthalmology & Visual Science, 46(4), 1177- 1181.
  • Hutchinson, J. (1997). Is your child safe at school? Readers Digest, pp. 46-53.
  • Kartal, H. & Bilgin, A. (2007). İlköğretim öğrencilerine yönelik bir zorbalık karşıtı program uygulaması: Okulu zorbalıktan arındırma programı. Eğitimde Kuram ve Uygulama, 3(2), 207-227.
  • Kartal, H. & Bilgin, A. (2008). Öğrenci, veli ve öğretmen gözüyle ilköğretim okullarında yaşanan zorbalık. İlköğretim Online, 7(2), 485-495.
  • Kartal, H. & Bilgin, A. (2009). İlköğretim okullarında görev yapan öğretmenler ve öğrenim gören öğrencilerin zorbalığa yönelik görüşleri. Türk Eğitim Bilimleri Dergisi, 7(3), 539-562.
  • Kaukianien, A., Salmivalli, C., Lagerspetz, K., Tamminen, M., Vauras, M., Mäki, H. & Poskiparta, E. (2002). Learning difficulties, social intelligence, and self-concept: Connections to bully-victim problems. Scandinavian Journal of Psychology, 43(3), 269-278.
  • Kumpulainen, K. & Rasanen, E. (2000). Children involved in bullying at elementary school age: Their psychiatric symptoms and deviance in adolescence. An epidemiological sample. Child Abuse & Neglect, 24(12), 1567-1577.
  • Laursen, B. (2005). Dyadic and group perspectives on close relationships. International Journal of Behavioral Development, 29(2), 97-100.
  • MacDonald, I.M. (1995). Junior high school student perceptions on the nature and extent of school violence. Master’s thesis, University of Alberta.
  • Marano, H.E. (1995, September/October). Big bad bully. Psychology Today, pp. 50-57.
  • Menesini, E., A. Fonzi, and P.K. Smith. 2002. Attribution of meanings to terms related to bullying: A comparison between teachers’ and pupils’ perspectives in Italy. European Journal of Psychology of Education 17: 393–406.
  • Mongold, J.L. (2006). Bullying behavior in middle school: The effects of gender, grade level, family relationships and vicarious victimization on self-esteem and attitudes of bullying. Yayımlanmamış Yüksek Lisans Tezi. The East Tennessee State University, Washington.
  • Morrison, B. (2002). Bullying and victimization in schools: A restorative justice approach. Trends and Issues No. 219, Australian Institute of Criminology.
  • Mouttapa, M., Valente, T., Gallaher, P., Rohrbach, L.A. & Unger, J.B. (2004). Social network predictors of bullying and victimization. Adolescence, 39, 315-336.
  • Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B., & Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Journal of the American Medical Association, 285, 2094-2100.
  • Neumark-Sztainer D, Falkner N, Story M, Perry C, Hannan PJ, Mulert S. Weight-teasing among adolescents: Correlations with weight status and disordered eating behaviors. International Journal of Obesity 2002;26(123-131).
  • Olweus, D. (1993). Bullying at school: What we know and what we can do. Cambridge, MA: Blackwell. ED 384437.
  • Olweus, D. (1999). Sweden. In P.K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano & P. Slee (eds.), The nature of school bullying: A cross-national perspective. London & New York, Routledge, pp. 2-27.
  • Öz, A.Ş., Kırımoğlu, H., & Temiz, A. (2011). İlköğretim II. kademe öğrencilerinin spor yapma durumlarına göre zorbalık eğilimleri ve zorbalıkla baş etme tarzlarının spor ve özel eğitim açılarından incelenmesi. Selçuk Üniversitesi Beden Eğitimi ve Spor Bilim Dergisi, 13(2):237-245.
  • Özkan, Y. & Gökçearslan-Çifci, E. (2010). Düsük sosyo-ekonomik düzeydeki ilköğretim okullarında akran zorbalığı. İlköğretim Online, 9(2):576-586.
  • Pepler, D., Jiang, D., Craig, W., & Connolly, J. (2008). Developmental trajectories of bullying and associated factors. Child Development, 79, 325–338. doi:10.1111/j.1467- 8624.2007.01128.x.
  • Peters, R.A. (2008). Q & A-How can my child cope best with bullying? Retrieved May 21, 2008, from http://www.ruthpeters.com/Articles/and Howcanmychildcopewithbullying.pdf
  • Pişkin, M. (2010). Ankara’daki ilköğretim öğrencileri arasında akran zorbalığının incelenmesi. Eğitim ve Bilim, 35(156):175-189.
  • Rigby, K. & Slee, P.T. (1991). Bullying among Australian school children: reported behaviors and attitudes to victims. Journal of Social Psychology, 131, 615-627.
  • Rigby, K. (1997). What children tell us about bullying in schools? Children Australia, 22(2), 28-34.
  • Rigby, K. (1997). Attitudes and beliefs about bullying among Australian school children. Irish Journal of Psychology, 18(2):202-20.
  • Rigby, K. (1999). What harm does bullying do? Paper presented at the Children and Crime: Victims and Offenders Conference convened by the Australian Institute of Criminology and held is Brisbane, 17-18 June.
  • Salmivalli, C. & Nieminen, E. (2002). Proactive and reactive aggression among school bullies, victims and bully-victims. Aggressive Behavior, 28(1), 30-44.7
  • Seals, D., & Young, J. (2003). Bullying and victimization: Prevalence and relationship to gender, grade level, ethnicity, self-esteem and depression. Adolescence, 38, pp:735-747.
  • Selekman, J., & Vessey, J.A. (2004). Bullying: It isn’t what it used to be. Pediatric Nursing, 30(3), pp:246-249.
  • Slee, P. T. (1995). Peer victimization and its relationship to depression among Australian Primary School Students. Person Individual Difference, 18(1), 57-62.
  • Smith, P.K., Madsen, K.C., & Moody, J.C. (1999). What causes the age decline in reports of being bullied at school? Towards a developmental analysis of risks of being bullied. Educational Research, 41(3), 267-285.
  • Sutton, J., & Keogh, E. (2000). Social competition in school: Relationships with bullying, machiavellianism and personality. British Journal of Educational. Psychology 70: 443-57.
  • Smith, P. K. & Sharp, S. (eds) (1994). School Bullying: Insights and Perspectives. London: Routledge.
  • Şirvanlı-Özen, D. (2010). Ergenlerde akran zorbalığına maruz kalmanın cinsiyet, yaş ve içe yönelim türü problem davranışlar ile ilişkisi. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 17(1), 5-12.
  • Van Cleave, J., & Davis, M.M. (2006). Bullying and peer victimization among children with special health care needs. Pediatrics, 118(4), 1212-1219.
  • Veenstra, R., Lindenberg, S., Zijlstra, B.J.H., De Winter, A.F., Verhulst, F.C., & Ormel, J. (2007). The dyadic nature of bullying and victimization: Testing a dual-perspective theory.
  • Child Development, 78, 1843-1854. Voss, L.D, & Mulligan, J. (2000). Bullying in school: Are short pupils at risk? Questionnaire study in a cohort. British Medical Journal, 320: 612-3.
  • Yaman, E., Eroğlu, Y., Bayraktar, B., & Çolak, T.S. (2010). Öğrencilerin güdülenme düzeyinde etkili bir faktör: Okul zorbalığı. Akademik Bakış Dergisi, 20, 1-17.
  • You, S., Furlong, M. J., Felix, E, Sharkey, J.D. Tanigawa, D., & Green, J.G. (2008). Relations among school connectedness, hope, life satisfaction, and bully victimization. Psychology in the Schools, 45(5), 446-460.
Toplam 83 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA33AV98GC
Bölüm Makale
Yazarlar

Hülya Kartal Bu kişi benim

Asude Bilgin Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2012
Gönderilme Tarihi 1 Haziran 2012
Yayımlandığı Sayı Yıl 2012 Cilt: 11 Sayı: 1

Kaynak Göster

APA Kartal, H., & Bilgin, A. (2012). The Perceptions of Elementary Students about the Reasons for Bullying. Gaziantep University Journal of Social Sciences, 11(1), 25-48.