Okul Çağındaki Çocuklar Siber Zorbalık Yapmayı Nasıl Öğreniyorlar?

Year 2019, Volume: 12 Issue: 1, 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

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