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Lise Öğrencilerinin Akran Zorbalığına Maruz Kalma Düzeylerini Yordayan Değişkenlerin İncelenmesi

Year 2022, , 62 - 79, 23.03.2022
https://doi.org/10.17240/aibuefd.2022..-819947

Abstract

Zorbalık dünya çapında yaygın bir sorundur ve büyük ölçekli araştırmalar çocukların yaklaşık %25'inin okulda zorbalığa uğradığını bildirmektedir. Zorbalık davranışı ülke çapında eğitimciler için önemli bir sosyal ve sağlık sorunu olmaya devam etmektedir. Okul zorbalığı ile ilgili çok fazla söylem olmasına rağmen, önceki çalışmalar birey, ebeveyn ve öğretmen değişkenleri gibi faktörlerin yordayıcı etkisini açıklamada sınırlıdır. Okul sisteminin paydaşları olan aile, öğretmen ve öğrencilerle ilgili faktörlerin akran zorbalığı ile ilişkisinin anlaşılması bu konuda alınması gereken önlemlere ışık tutması açısından önemlidir. Bu araştırmanın amacı lise öğrencilerinde aile (sosyoekonomik statü ve sosyal destek), öğretmen (sınıf içi disiplin, öğretmen desteği, öğretmen dönütü ve öğretmen ilgisi) ve öğrenci (dayanıklılık, hedef yönelimi ve rekabetçilik) faktörlerinin akran zorbalığı ile ilişkilerini incelemek ve bu faktörlerin akran zorbalığına maruz kalma düzeylerini ne kadar yordadığını ortaya koymaktır. İlişkisel tarama modelinin kullanıldığı bu çalışmanın verileri PISA uygulamasından alınmıştır. Hiyerarşik regresyon analizinin kullanıldığı çalışmaya 6368 lise öğrencinin verileri dâhil edilmiştir. Araştırma bulgularına göre, ailenin sosyal desteği zorbalığa maruz kalmanın en önemli yordayıcısıdır. Sosyoekonomik statü ile zorbalığa maruz kalma arasında anlamlı bir ilişki bulunmamaktadır. Sınıf içi disiplini iyi sağlayan, öğrencilerine destek veren ve öğrencisiyle ilgilenen öğretmenlerin sınıflarında daha az zorbalık davranışı görülmektedir. Dayanıklılık düzeyi yüksek öğrenciler zorbalığa daha az maruz kalmaktadır.

References

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Examining of the Variables Predicting Exposure to Peer Bullying Among High School Students

Year 2022, , 62 - 79, 23.03.2022
https://doi.org/10.17240/aibuefd.2022..-819947

Abstract

Bullying is a widespread problem worldwide, and large-scale studies report that approximately 25% of children are bullied at school. bullying behavior remains a significant social and health issue for educators nationwide. Although there is a lot of discourse on school bullying, previous studies are limited in explaining the predictive effect of factors such as individual, parent and teacher variables. It is important to understand the relationship between the factors related to family, teachers and students, who are the stakeholders of the school system, and peer bullying, in terms of shedding light on the measures to be taken in this regard. The purpose of this study was to investigate the relationship between family (socio-economic status and social support), teacher (in-class discipline, teacher support, teacher feedback and teacher interest), and student (endurance, goal orientation and competitiveness) factors and exposure to peer bullying. Furthermore, the power of these factors in predicting peer bullying was examined. The data of this relational survey model study was taken from the PISA application of 2018. The data of 6368 high school students were included in the study in which hierarchical regression analysis was used. According to the research findings, the social support of the family is the most important predictor of being exposed to bullying. There is no significant relationship between socio-economic status and exposure to bullying. Less bullying behavior is observed in the classrooms of teachers who provide good discipline, support their students and care about their students. Students with high resilience levels are less exposed to bullying.

References

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  • Arıkan, S., Özer, F., Şeker, V., & Ertaş, G. (2020). The importance of sample weights and plausible values in large-scale assessments. Journal of Measurement and Evaluation in Education and Psychology, 11(1), 43-60. https://doi.org/10.21031/epod.602765
  • Arseneault, L., Bowes, L., & Shakoor, S. (2010). Bullying victimization in youths and mental health problems:‘Much ado about nothing’?. Psychological Medicine, 40(5), 717-729.
  • Ayas, T., & Pişkin, M. (2011). Lise öğrencileri arasındaki zorbalık olaylarının cinsiyet, sınıf düzeyi ve okul türü bakımından incelenmesi. İlköğretim Online, 10(2), 550-568.
  • Aypay, A., Durmuş, E., & Aybek, E. C. (2016). Akran zorbalığı, okul tükenmişliği ve ebeveyn izlemesi arasındaki ilişki. Journal of International Social Research, 9(43), 1389-1396. https://doi.org/10.17719/jisr.20164317709
  • Banzon-Librojo, L. A., Garabiles, M. R., & Alampay, L. P. (2017). Relations between harsh discipline from teachers, perceived teacher support, and bullying victimization among high school students. Journal of adolescence, 57, 18-22. https://doi.org/10.1016/j.adolescence.2017.03.001
  • Bauman, S., & Del Rio, A. (2006). Preservice teachers’ responses to bullying scenarios: Comparing physical, verbal, and relational bullying. Journal of Educational Psychology, 98(1), 219–231. https://doi.org/10.1037/0022-0663.98.1.219
  • Bayar, Y., & Uçanok, Z. (2012). Ergenlerin dâhil oldukları zorbalık statülerine göre okul sosyal iklimi ve genellenmiş akran algıları. Kuram ve Uygulamada Eğitim Bilimleri, 12(4), 2337-2358.
  • Bond, L., Carlin, J. B., Thomas, L., Rubin, K. and Patton, G. (2001). Does bullying cause emotional problems? A prospective study of young teenagers. British Medical Journal, 323(7311), 480-484. https://doi.org/10.1136/bmj.323.7311.480
  • Boulton, M., Bucci, E., & Hawker, D. (1999). Swedish and english secondary school pupils’ attitudes towards, and conceptions of, bullying: concurrent links with bully/victim involvement. Scandinavian Journal of Psychology, 40(4), 277–284. https://doi.org/10.1111/1467-9450.404127
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri (23. Baskı). Pegem Akademi.
  • Chou, W. J., Wang, P. W., Hsiao, R. C., Hu, H. F., & Yen, C. F. (2020). Role of school bullying involvement in depression, anxiety, suicidality, and low self-esteem among adolescents with high-functioning autism spectrum disorder. Frontiers in Psychiatry, 11( 9), 1-9. https://doi.org/10.3389/fpsyt.2020.00009
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  • Connolly, J., Hussey, P., & Connolly, R. (2014). Technology-enabled bullying and adolescent resistance to report. Interactive Technology and Smart Education, 11 (2): 86–98. https://doi.org/10.1108/ITSE-04-2014-0003
  • Craig, W., Harel-Fisch, Y., Fogel-Grinvald, H., Dostaler, S., Hetland, J., Simons-Morton, B., & Bullying Writing HBSC Group. (2009). A crossnational profile of bullying and victimization among adolescents in 40 countries. International Journal of Public Health, 54, 216–224. http://dx.doi.org/10.1007/s00038-009-5413-9
  • Curtner-Smith, M. E. (2000). Mechanisms By Which Family Processes Contribute To School-Age Boys' bullying. Child Study Journal, 30(3), 169-169.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Çok değişkenli istatistik SPSS ve LISREL uygulamaları (1. baskı). Ankara: Pegem Akademi Yayınları.
  • Dake, J. A., Price, J. H., & Telljohann, S.K. (2003). The nature and extent of bullying in school. Journal of School Health, 73(5), 173-180. https://doi.org/10.1111/j.1746-1561.2003.tb03599.x
  • De Wet, N. C. (2006). Free State educators' experiences and recognition of bullying at schools. South African Journal of Education, 26(1), 61-73.
  • Ergün, N. (2015). Erken ergenlerde okul, aile ve demografik değişkenlere göre akran zorbalığının incelenmesi [Yüksek lisans tezi]. Hacettepe Üniversitesi, Ankara.
  • Erikson, E. H. (1968). Identity: Youth and crisis (No. 7). WW Norton & Company.
  • Eslea, M., Menesini, E., Morita, Y., O’Moore, M., Mora-Merchán, J. A., Pereira, B., & Smith, P. K. (2004). Friendship and loneliness among bullies and victims: data from seven countries. Aggressive Behavior, 30, 71–83. https://doi.org/10.1002/ab.20006
  • Farrell, A. H., Volk, A. A., & Vaillancourt, T. (2020). Empathy, exploitation, and adolescent bullying perpetration: a longitudinal social-ecological investigation. Journal of Psychopathology and Behavioral Assessment, 1-14. https://doi.org/10.1007/s10862-019-09767-6
  • Field, A. (2009). Discovering statistics using SPSS (3. baskı). London: SAGE Publications.
  • Fu, Q., Land, K. C., & Lamb, V.L.(2012). Violent Bullying victimization in middle and high school contexts in the united states: Review of Social Reports and Research on Social Indicators. Social Trends, and the Quality-of-Life, 110, 1-11.
  • Gottfredson, G. D., Gottfredson, D. C., Payne, A. A., & Gottfredson, N. C. (2005). School climate predictors of school disorder: Results from a national study of delinquency prevention in schools. Journal of Research in Crime and Delinquency, 42(4), 412-444. https://doi.org/10.1177/0022427804271931
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There are 63 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Erol Süzük 0000-0001-5520-5597

Tuncay Akınci 0000-0001-8052-3327

Publication Date March 23, 2022
Submission Date November 2, 2020
Published in Issue Year 2022

Cite

APA Süzük, E., & Akınci, T. (2022). Lise Öğrencilerinin Akran Zorbalığına Maruz Kalma Düzeylerini Yordayan Değişkenlerin İncelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 62-79. https://doi.org/10.17240/aibuefd.2022..-819947