Okul Çağındaki Çocuklar Siber Zorbalık Yapmayı Nasıl Öğreniyorlar?

Year 2019, , 16 - 27, 31.01.2019

İbrahim Tanrıkulu

https://doi.org/10.30831/akukeg.512556

Cited By: 2

Abstract

Bilgi ve iletişim teknolojilerindeki ilerlemelerle birlikte okul çağındaki çocuklar bilgi ve iletişim teknolojilerini siber zorbalık yapma amacıyla da kullanmaya başladılar. Araştırmalar okul çağındaki çocukların bilgi ve iletişim teknolojilerini siber zorbalık yapma amacıyla kullanmayı nasıl öğrendiklerine dair bulgular raporlamaktadırlar. Fakat, okul çağındaki çocukların siber zorbalık yapmayı nasıl öğrendiklerine dair herhangi bir araştırma mevcut değildir. Bu boşluğu doldurnak amacıyla bu derleme çalışması, okul çağındaki çocukların siber zorbalığı öğrenme kaynaklarını incelemektedir. Bu çalışmada, birçok kritere dayalı olarak seçilen ve 2006 ve 2016 yılları arasında yayılanmış toplam 14 çalışma taranmıştır. Bu derleme çalışmasının kuramsal altyapısını Sosyal-Ekolojik Kuram ve İmkan Sağlayıcılık Kuramı (Affordances Theory) oluşturmaktadır. Yapılan derlemenin bulguları, evdeki ilişkilerin, okuldaki ilişkilerin ve bilgi iletişim teknolojilerinin sağladığı imkânların okul çağındaki çocukların siber zorbalık yapmayı öğrendikleri üç temel kaynak olduğunu ortaya koymaktadır. Dolayısıyla, okul çağındaki çocuklar için siber zorbalığı önlemeye ve müdahale etmeye yönelik programlar geliştirip uygulamak isteyen araştırmacıların, psikolojik danışmanların ve diğer akıl sağlığı uzmanlarının, evi ve okulu kapsayan sosyal-ekolojik çevreyi ve bilgi ve iletişim teknolojilerininin sağladıkları imkanları göz önünde bulundurmalarında fayda vardır.

Keywords

siber zorbalık yapma, öğrenme, okul çağındaki çocuklar

How do School Children Learn Cyberbullying Perpetration?

Abstract

With the advancements of the information and communication technologies, school children have started to use the information and communication technologies for cyberbullying purposes. Research has suggested some implications for how young people may learn cyberbullying perpetration. However, no research appears to have investigated how school children learn how to cyberbully others online. To fill this gap, this current review study investigated the relevant research regarding the possible resources of cyberbullying perpetration among school children. A total of 14 research studies published between 2006 and 2016 were reviewed based on several selection criteria. This review was based on Social-Ecological Framework and Affordances Theory as theoretical backgrounds. The findings of the review showed that relations at home and relations at school and affordances of information and communication technologies were the three main resources that school children learn cyberbullying perpetration. Therefore, researchers, psychological counselors and other mental health professionals aiming to prevent and intervene in cyberbullying, should have an inclusive approach by considering the relations at home, the relations at school and the affordances of information and communication technologies. 

Keywords

cyberbullying perpetration, learning, school children

References

• * Arslan, S., Savaser, S., Hallett, V., & Balci, S. (2012). Cyberbullying among primary school students in Turkey: Self-reported prevalence and associations with home and school life. Cyberpsychology, Behavior and Social Networking, 15, 527- 533. doi:10.1089/cyber.2012. 0207.
• Chin, M. A. (2011). Prevalence, gender differences, and mental health problems associated with traditional and cyber bullying (Unpublished doctoral dissertation). University of Hawai, Hilo.
• * Day, D. & Lloyd, M. (2007). Affordances of online technologies: More than the properties of the technology. Australian Educational Computing, 22(2), 17-21.
• * Dittrick, C. J., Beran, T., Mishna, F., Hetherington, R., & Shariff, S. (2013). Do children who bully their peers also play violent video games? A Canadian national study. Journal of School Violence, 12, 297-318. doi:0.1080/15388220.2013.803244
• Erdur-Baker, Ö., & Tanrıkulu, İ. (2010). Psychological consequences of cyber bullying experiences among Turkish secondary school children. Procedia-Social and Behavioral Sciences, 2, 2771-2776. doi:10.1016/j.sbspro.2010.03.413
• Herrera-Lopez, M., Casas, J. A., Romera, E. M., Ortega-Ruiz, R., & Del Rey, R. (2017). Validation of the European cyberbullying intervention project questionnaire for Colombian adolescents. Cyberpsychology, Behavior, and Social Networking, 20, 117-125. doi:10.1089/cyber.2016.0414
• Hong, J. S., & Espelage, D. L. (2012). A review of research on bullying and peer victimization in school: An ecological system analysis. Aggression and Violent Behavior, 17, 311-322. doi:1016/j.avb.2012.03.003
• Hinduja, S., & Patchin, J. W. (2007). Offline consequences of online victimization: School violence and delinquency. Journal of School Violence, 6(3), 89–112.
• * Hinduja, S. & Patchin, J. (2013). Social influences on cyberbullying behaviour among middle and high school students. Journal Youth and Adolescence, 42, 711-722. doi:10.1007/s10964-012-9902-4
• Johnson, C. L. (2011). An examination of the primary and secondary effects of cyber-bullying: Development and testing of a cyber-bullying moderator/mediator model (Unpublished doctoral dissertation). Wayne State University, Detroit, Michigan.
• * Kowalski, R. M., & Limber, P. (2007). Electronic bullying among middle school students. Journal of Adolescent Health, 41, 22-30. doi:10.1016/j.jadohealth.2007.08.017
• Kroon, W. (2011). Bullying and cyberbullying in adolescence and its relations with life satisfaction, loneliness, depressive symptoms and reputation (Unpublished master’s thesis). Utrecht University, The Netherlands.
• * Lam, L. T., Cheng, Z., & Liu, X. (2013). Violent online games exposure and cyberbullying/victimization among adolescents. Cyberpsychology, Behavior, and Social Networking, 16, 159-165. doi:10.1089/cyber.2012.0087
• * Li, Q. (2007) New bottle but old wine: A research of cyberbullying in schools. Computers in Human Behavior, 23, 1777-91. doi:10.1016/j.chb.2005.10.005
• * Menesini, E., Nocentini, A., Palladino, B. E., Frisén, A., Berne, S., Ortega-Ruiz, R., ... & Smith, P. K. (2012). Cyberbullying definition among adolescents: A comparison across six European countries. Cyberpsychology, Behavior, and Social Networking, 15, 455-463. doi:10.1089/cyber.2012.0040
• Mishna, F., Cook, C., Gadalla, T., Daciuk, J., & Solomon, S. (2010). Cyber bullying behaviors among middle and high school students. American Journal of Orthopsychiatry, 80, 362-374. doi: 10.1111/j.1939-0025.2010.01040.x
• Olweus, D., & Limber, S. P. (2017). Some problems with cyberbullying research. Current Opinion in Psychology. Advance online publication. doi:10.1016/j.copsyc.2017.04.012
• * Popovic-Citic, B., Djuric, S., & Cvetkovic, V. (2011). The prevalence of cyberbullying among adolescents: A case study of middle schools in Serbia. School Psychology International, 32, 412-424. doi:10.1177/0143034311401700
• * Privitera, C., & Campbell, M. A. (2009). Cyberbullying: The new face of workplace bullying? CyberPsychology and Behavior, 12, 395-400. doi:10.1089/cpb.2009.0025
• Safaria, T. (2016). Prevalence and impact of cyberbullying in a sample of Indonesian junior high school students. The Turkish Online Journal of Educational Technology, 15(1), 82-91.
• Shariff, S. (2008). Cyber-bullying: Issues and solutions for the school, the classroom and the home. London: Routledge.
• * Slonje, R., & Smith, P. K. (2008). Cyberbullying: Another main type of bullying? Scandinavian Journal of Psychology, 49, 147–154. doi:10.1111/j.1467- 9450.2007.00611.x
• * Slonje, R., Smith, P. K., & Frisén, A. (2013). The nature of cyberbullying, and strategies for prevention. Computers in Human Behavior, 29, 26-32. doi:10.1016/j.chb.2012.05.024
• Suri, H., & Clarke, D. (2009). Advancements in research synthesis methods: From a methodologically inclusive perspective. Review of Educational Research, 79, 395-430. doi:10.3102/0034654308326349
• Tanrıkulu, İ., Altun, S. A., Baker, Ö. E., & Güneri, O. Y. (2015). Misuse of ICTs among Turkish children and youth: A study on newspaper reports. Journal of Human Sciences, 12(1), 1230-1243.
• Tanrıkulu, İ., Campbell, M. (2015a). Correlates of traditional bullying and cyberbullying perpetration among Australian students. Children and Youth Services Review, 55, 138-146. doi:10.1016/j.childyouth.2015.06.001
• Tanrikulu, I., & Campbell, M. A. (2015b). Sibling bullying perpetration: associations with gender, grade, peer perpetration, trait anger, and moral disengagement. Journal of Interpersonal Violence, 30, 1010-1024. doi:10.1177/0886260514539763
• Tokunaga, R. S. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26, 277-287. doi:10.1016/j.chb.2009.11.014
• Ybarra, M. L., & Mitchell, K. J. (2004). Online aggressor/targets, aggressors, and targets: A comparison of associated youth characteristics. Journal of Child Psychology and Psychiatry, 45, 1308-1316. doi:10.1111/j.1469- 7610.2004.00328.x
• Wang, J., Nansel, T. R., & Iannotti, R. J. (2011). Cyber and traditional bullying: Differential association with depression. Journal of Adolescent Health, 48, 415- 417. doi:10.1016/j.jadohealth.2010.07.012
• * Wijekumar, K. J., Meyer, B. J. F., Wagoner, D., & Ferguson, L. (2006). Technology affordances: The 'real story' in research with K-12 and undergraduate learners. British Journal of Educational Technology, 37, 191-209. doi:10.1111/j.1467- 8535.2005.00528.x
• * Zhou, Z., Tang, H., Tian, Y., Wei, H., Zhang, F., & Morrison, C. M. (2013). Cyberbullying and its risk factors among Chinese high school students. School Psychology International, 34, 1-18. doi:10.1177/0143034313479692
• * Research studies included in this review were marked with an asterisk.