Ev ve Okul Yaşantılarında Zorbalığa Etki Eden Faktörler: Bir Karma Yöntem Araştırması

Year 2019, Volume: 7 Issue: 1, 50 - 85, 31.01.2019

Hülya Kartal , Yakup Balantekin , Asude Bilgin , Mehmet Suyuçok

Abstract

Bu araştırmada, niceliksel ve niteliksel yaklaşımlarla ortaokul öğrencilerinin ev ve okul yaşantılarında zorbalığa etki eden faktörlerin çok yönlü ve kapsamlı bir şekilde belirlenmesi amaçlanmıştır. Araştırma karma yöntem desenlerinden açımlayıcı sıralı desen aracılığıyla gerçekleştirilmiştir. Bu araştırmada çalışma grubu, karma yöntem araştırması tasarımlarında uygulanan sıralı karma yöntem örneklemine (nicel-nitel) göre belirlenmiştir. Bu kapsamda Bursa merkezde bulunan ve basit tesadüfi örnekleme yöntemine göre seçilen on dokuz ortaokulun seçkisiz yöntemle belirlenen şubelerinde öğrenim gören 5. sınıf öğrencileri nicel verilerin toplanması için çalışma grubunu oluşturmaktadır. Nitel veriler anket sorularına verilen yanıtlardan zorbalığa uğradığı veya zorbalık yaptığı belirlenen öğrencilerden elde edilmiştir. Araştırma sonuçları, erkek öğrencilerin kızlara göre anlamlı düzeyde yüksek oranda zorbalık yaptığı ve zorbalığa uğradığını; öğrencilerin okul dışı etkinliklere katılım sıklığı ile zorbalıkta herhangi bir şekilde yer almama arasında pozitif bir ilişki olduğunu; öğrencilerin günlük bilgisayar veya video oyunlarını oynama süresi ile zorbalıkta yer alma durumları arasında negatif bir ilişki olduğunu; zorbalıkta herhangi bir şekilde yer alma ile arkadaşlık ilişkileri arasında negatif bir ilişki olduğunu; öğrencilerin zorbalıkta yer alma durumları ile kendilerine yönelik değerlendirmelerine ait puan ortalamaları arasında yüksek düzeyde negatif bir ilişki olduğunu; öğrencilerin sıklıkla fiziksel ve sözel zorbalığa uğradığını; zorbalık yapan öğrencilerin kendileriyle alay edildiği ve küfredildiği için zorbalık yaptığı; hem zorbalığa uğrayan hem de zorbalık yapan öğrencilerin zorbalığa uğradığında çoğunlukla ortamdan uzaklaştıkları ve zorbalığın çoğunlukla öğretmenlerin bulunmadığı yer ve zamanlarda yapıldığını göstermektedir.

Keywords

Zorbalık, ortaokul, zorba, kurban, yaşam biçimi

Factors Affecting Bullying in Home and School Life: A Mixed Method Research

Abstract

In this research, it was aimed to determine the factors affecting the bullying in secondary school students’ home and school life in a multifaceted and comprehensive manner with qualitative and quantitative approaches. The study group of this research was determined according to sequential mixed method (quantitative-qualitative) sampling, one of the mixed method research designs. In this context, for collection of the quantitative data, fifth-grade students studying in randomly-selected classes at 19 secondary schools located in the centre of Bursa and chosen by the probability sampling method made up the study group. The qualitative data were obtained from the answers given to the survey questions by students determined to have been subjected to bullying or to have engaged in bullying. The research findings reveal that male students engaged in bullying or were subjected to bullying at a significantly higher rate than female students. There was a positive relation between the engagement of the students' in out of school activities and not participating in any kind of bullying situations. It was found that there was a negative relationship between playing daily video or computer games and participation in bullying situations. It was also found a negative relationship between friendship relations and being in bullying anyhow. There was a strong negative relation between the avarage points of self evaluation of students and participating in bullying situations. Students were frequently exposed to physical and verbal bullying; that students who engaged in bullying did so because they were themselves made fun of and sworn at; that when bullying took place, both students who were subjected to bullying and those who engaged in bullying generally moved away from the scene and that bullying was generally carried out in places where and at times when teachers were absent.

Keywords

Bullying, secondary school, bully, victim, lifestyle

References

• Aceves, M. J., Hinshaw, S. P., Mendoza-Denton, R., & Page-Gould, E. (2010). Seek help from teachers or fight back? Student perceptions of teachers’ actions during conflicts and responses to peer victimization. Journal of Youth and Adolescence, 39(6), 658-669.
• Akyol, N. A., Yıldız, C. ve Akman, B. (2017). Öğretmenlerin akran zorbalığına ilişkin görüşleri ve zorbalıkla baş etme stratejileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(2), 439-459.
• Aleem, S. (2016). Bullying behavior among school students: A review. Indian Journal of Health and Wellbeing, 7(10), 976-981.
• Arnarsson, A., & Bjarnason, T. (2018). The Problem with Low-Prevalence of Bullying. International journal of environmental research and public health, 15(7), 15-35.
• Alsaker, F. D., & Valkanover, S. (2001). Early diagnosis and prevention of victimization in kindergarten. In J. Juvonen & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and victimized, 175-195. New York: Guilford Press.
• Anderson, C. A., Shibuya, A., Ihori, N., Swing, E. L., Bushman, B. J., Sakamoto, A., Rothstein, H.R., & Saleem, M. (2010). Violent video game effects on aggression, empathy, and prosocial behavior in Eastern and Western countries: A meta–analytic review. Psychological Bulletin, 136(2), 151-173. doi:10.1037/a0018251
• Arseneault, L., Milne, B. J., Taylor, A., Adams, F., Delgado, K., Cadpi, A., & Moffitt, T. E. (2008). Being bullied as an environmentally mediated contributing factor to children's internalizing problems. Archives of Pediatrics and Adolescent Medicine, 162(2), 145-150.
• Arseneault, L., Walsh, E., Trzesniewski, K., Newcombe, R., Caspi, A., & Moffitt, T. E. (2006). Bullying victimization uniquely contributes to adjustment problems in young children: a nationally representative cohort study. Pediatrics, 118(1), 130-138.
• Arslan, S., Hallett, V., Akkas, E., ve Akkas, O. A. (2012). Bullying and victimization among Turkish children and adolescents: examining prevalence and associated health symptoms. European journal of pediatrics, 171(10), 1549-1557.
• Asimopoulos, C., Bibou-Nakou, I., Hatzipemou, T., Soumaki, E., & Tsiantis, J. (2014). An investigation into students' and teachers' knowledge, attitudes and beliefs about bullying in Greek primary schools. International Journal of Mental Health Promotion, 16(1), 42-52.
• Auslander, W. F., Sterzing, P. R., Gerke, D., & Edmond, T. (2016). Childhood abuse and aggression in adolescent girls involved in child welfare: The role of depression and posttraumatic stress. Journal of Child & Adolescent Trauma, 9(4) 359– 368. doi:10.1007/s40653-016-0090-3
• Azeredo, C.M., Levy, R.B., Araya, R. & Menezes, P.R. (2015). Individual and contextual factors associated with verbal bullying among Brazilian adolescents. BMC Pediatrics, 15(1), 1-11.
• Bacchini, D., Esposito, G., & Affuso, G. (2009). Social experience and school bullying. Journal of Community & Applied Social Psychology, 19(1), 17-32.
• Baki, A. ve Gökçek, T. (2012). Karma yöntem araştırmalarına genel bir bakış. Elektronik Sosyal Bilimler Dergisi, 11(42), 1-21.
• Baldry, A. C., & Farrington, D. P. (2000). Bullies and delinquents: Personal characteristics and parental styles. Journal of Community & Applied Social Psychology, 10(1), 17-31.
• Barboza, G. E., Schiamberg, L. B., Oehmke, J., Korzeniewski, S. J., Post, L. A., & Heraux, C. G. (2009). Individual characteristics and the multiple contexts of adolescent bullying: An ecological perspective. Journal of Youth and Adolescence, 38(1), 101-121.
• 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.
• Berger, K. S. (2007). Update on bullying at school: Science forgotten? Developmental Review, 27(1), 90-126.
• Bronfenbrenner, U. (1979). Contexts of child rearing: Problems and prospects. American Psychologist, 34(10), 844-850.
• Buchanan, P., & Winzer, M. (2001). Bullying in schools: Children's voices. International Journal of Special Education, 16(1), 67-79.
• Burnukara, P. ve Uçanok, Z. (2012). İlk ve orta ergenlikte akran zorbalığı: Gerçekleştiği yerler ve başetme yolları. Türk Psikoloji Yazıları, 15(29), 68-82.
• Camodeca, M., & Goossens, F. A. (2005). Aggression, social cognitions, anger and sadness in bullies and victims. Journal of Child Psychology and Psychiatry, 46(2), 186-197.
• Cappadocia, M. C., Pepler, D., Cummings, J. G., & Craig, W. (2012). Individual motivations and characteristics associated with bystander intervention during bullying episodes among children and youth. Canadian Journal of School Psychology, 27(3), 201-216.
• Caravita, S., Di Blasio, P., & Salmivalli, C. (2009). Unique and interactive effects of empathy and social status on involvement in bullying. Social Development, 18(1), 140-163.
• Carbone-Lopez, K., Esbensen, F. A., & T. Brick, B. (2010). Correlates and consequences of peer victimization: Gender differences in direct and indirect forms of bullying. Youth Violence and Juvenile Justice, 8(4), 332-350.
• Carney, A. G., & Merrell, K. W. (2001). Bullying in schools: Perspectives on understanding and preventing an international problem. School Psychology International, 22(3), 364-382.
• Carrera, M. V., DePalma, R., & Lameiras, M. (2011). Toward a more comprehensive understanding of bullying in school settings. Educational Psychology Review, 23(4), 479-499.
• Chen, L. M., Chang, L. Y., & Cheng, Y. Y. (2016). Choosing to be a defender or an outsider in a school bullying incident: Determining factors and the defending process. School Psychology International, 37(3), 289-302.
• Cohn, A., & Canter, A. (2003). Bullying: What schools and parents can do. National Association of School Psychologists Fact Sheet. Retrieved April, 17, 2003.
• Cook, C.R., Williams, K.R., Guerra, N.G., Kim, T.E., & Sadek, S. (2010). Suplemental material for predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychology Quarterly, 25(2), 65-83.
• Cortes, K. I., & Kochenderfer-Ladd, B. (2014). To tell or not to tell: What influences children’s decisions to report bullying to their teachers? School Psychology Quarterly, 29(3), 336–348. doi: 10.1037/spq0000078
• 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. (2009). A cross-national profile of bullying and victimization among adolescents in 40 countries. International Journal of Public health, 54(2), 216-224.
• Craig, W., Pepler, D., & Blais, J. (2007). Responding to bullying: What works? School Psychology International, 28(4), 465-477.
• Creswell, J. W. (2014). Qualitative, qantitative and mixed methods approaches reasarh design. Singapore: Sage Publications.
• Creswell, J. W., & Clark, V. L. P. (2015). Karma yöntem araştırmaları: Tasarımı ve yürütülmesi (Aydın, E., Bukova Güzel, E., Bursal, M., Çorlu, S., Dede, Y., Delice, A., Demir, S. B., Güngör, F., Köksal, M. S., Kula, S., Peker ve M., Yaman, S. Çev.). Ankara: Anı Yayıncılık.
• Çankaya, İ. (2011). İlköğretimde akran zorbalığı. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 81-92.
• De Bruyn, E. H., Cillessen, A. H. N., & Wissink, I. B. (2010). Associations of peer acceptance and perceived popularity with bullying and victimization in early adolescence. Journal of Early Adolescence, 30(4), 543-566.
• Delfabbro, P., Winefield, T., Trainor, S., Dollard, M., Anderson, S., Metzer, J., & Hammarstrom, A. (2006). Peer and teacher bullying/victimization of South Australian secondary school students: Prevalence and psychosocial profiles. British Journal of Educational Psychology, 76(1), 71-90.
• 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(3), 471-489.
• Dikbıyık, C. ve Yılmaz, E. (2016). Tekirdağ ölçeğinde akran zorbalığı araştırması ve bulguların değerlendirmesi. Humanitas, 4(7), 126-139.
• 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(4), 297-318. doi:10.1080/15388220.2013.803244
• Donoghue, C., Almeida, A., Brandwein, D., Rocha, G., & Callahan, I. (2014). Coping with verbal and social bullying in middle school. The International Journal of Emotional Education, 6(2), 40-53.
• Driscoll, D. L., Appiah-Yeboah, A., Salib, P., & Rupert, D. J. (2007). Merging qualitative and quantitative data in mixed methods research: How to and why not. Ecological and Environmental Anthropology (University of Georgia), 3(1), 18-28.
• Dulmus, C. N., Theriot, M. T., Sowers, K. M., & Blackburn, J. A. (2004). Student reports of peer bullying victimization in a rural school. Stress, Trauma, and Crisis, 7(1), 1-16.
• Duy, B. ve Yıldız, M. A. (2014). Farklı zorbalık konumunda olmak empatik eğilim ve yaşam doyumu bağlamında bir fark yaratır mı?.Mersin Üniversitesi Eğitim Fakültesi Dergisi, 10(3), 31-47.
• Edwards, D., Hunt, M. H., Meyers, J., Grogg, K. R., & Jarrett, O. (2005). Acceptability and student outcomes of a violence prevention curriculum. Journal of Primary Prevention, 26(5), 401-418.
• Egbochuku, E. O. (2007). Bullying in Nigerian schools: Prevalence study and implications for counselling. Journal of Social Sciences, 14(1), 65-71.
• Erath, S. A., Flanagan, K. S., & Bierman, K. L. (2008). Early adolescent school adjustment: Associations with friendship and peer victimization. Social Development, 17(4), 853-870. Espelage, D. L., Holt, M. K., & Henkel, R. R. (2003). Examination of peer-group contextual effects on aggression during early adolescents. Child Development, 74(1), 205-220.
• Fekkes, M., Pijpers, F. I., Fredriks, A. M., Vogels, T., & Verloove-Vanhorick, S. P. (2006). Do bullied children get ill, or do ill children get bullied? A prospective cohort study on the relationship between bullying and health-related symptoms. Pediatrics, 117(5), 1568-1574.
• Fekkes, M., Pijpers, F. I. M., & Verloove-Vanhorick, S. P. (2005). Bullying: who does what, when and where? Involvement of children, teachers and parents in bullying behavior. Health Education Research Theory & Practice, 20(1), 81–91.
• Feldman, A. F., & Matjasko, J. L. (2007). Profiles and portfolios of adolescent school-based extracurricular activity participation. Journal of Adolescence, 30(2), 313-332.
• Fitzpatrick, S., & Bussey, K. (2014). The role of perceived friendship self-efficacy as a protective factor against the negative effects of social victimization. Social Development, 23(1), 41-60.
• Flaspohler, P. D., Elfstrom, J. L., Vanderzee, K. L., Sink, H. E., & Birchmeier, Z. (2009). Stand by me: The effects of peer and teacher support in mitigating the impact of bullying on quality of life. Psychology in the Schools, 46(7), 636-649.
• Fried, S., & Fried, P. (1998). Bullies & victims: Helping your children through the schoolyard battlefield. New York: M. Evans.
• Gini, G., & Pozzoli, T. (2009). Association between bullying and psychosomatic problems: A meta-analysis. Pediatrics, 123(3), 1059-1065.
• Gini, G., Albiero, P., Benelli, B., & Altoè, G. (2007). Does empathy predict adolescents' bullying and defending behavior?. Aggressive Behavior, 33(5), 467-476.
• Gini, G., Albiero, P., Benelli, B., & Altoe, G. (2008). Determinants of adolescents’ active defending and passive bystanding behavior in bullying. Journal of Adolescence, 31(1), 93-105.
• Golmaryami, F. N., Frick, P. J., Hemphill, S. A., Kahn, R. E., Crapanzano, A. M., & Terranova, A. M. (2016). The social, behavioral, and emotional correlates of bullying and victimization in a school-based sample. Journal of Abnormal Child Psychology, 44(2), 381-391.
• Halcomb, E., & Hickman, L. (2015). Mixed methods research. Nursing Standard: promoting excellence in nursing care, 29(32), 41-47.
• Healy, K. L., Sanders, M. R., & Iyer, A. (2014). Facilitative parenting and children’s social, emotional and behavioral adjustment. Journal of Child and Family Studies, 24(6), 1762-1779.
• Hilooğlu, S. ve Cenkseven-Önder, F. (2010). İlköğretim ikinci kademe öğrencilerinde zorbalığı yordamada sosyal beceri ve yaşam doyumunun rolü. İlköğretim Online, 9(3), 1159-1173.
• 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(4), 311-322. doi:10.1016/j.avb.2012.03.003
• Houndoumadi, A., & Pateraki, L. (2001). Bullying and bullies in Greek elementary schools: Pupils’ attitudes and teachers’/parents’ awareness’. (Electronic version) Educational Review, 53(1), 19-26.
• Huesmann, L. R. (2007). The impact of electronic media violence: Scientific theory and research. Journal of Adolescent Health, 41(6), 6–13. doi:10.1016/j.jadohealth.2007.09.005
• Hymel, S., & Swearer, S.M. (2015). Four decades of research on school bullying: An introduction. American Psychologist, 70(4), 293-299.
• Isaacs, J., Hodges, E. V., & Salmivalli, C. (2008). Long-term consequences of victimization by peers: A follow-up from adolescence to young adulthood. International Journal of Developmental Science, 2(4), 387-397.
• Jantzer, V., Haffner, J., Parzer, P., Resch, F., & Kaess, M. (2015). Does parental monitoring moderate the relationship between bullying and adolescent nonsuicidal self-injury and suicidal behavior? A community-based self-report study of adolescents in Germany. BMC Pediatrics, 15(1), 1-8.
• Johnson, R. B., & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
• Juvonen, J., Graham, S., & Schuster, M. A. (2003). Bullying among young adolescents: The strong, the weak, and the troubled. Pediatrics, 112(6), 1231-1237.
• Kağıtçıbaşı, Ç. (2010). Günümüzde insan ve insanlar (12. Baskı). İstanbul: Evrim Yayınları.
• Kaltiala-Heino, R., Rimpelä, M., Rantanen, P., & Rimpelä, A. (2000). Bullying at school-an indicator of adolescents at risk for mental disorders. Journal of Adolescence, 23(6), 661-674.
• Kartal, H., & Bilgin, A. (2009). Bullying and school climate from the aspects of the students and teachers. Eurasian Journal of Educational Research (EJER), 36, 209-226.
• Kartal, H. ve Bilgin, A. (2012). İlköğretim öğrencilerinin zorbalığın nedenleri ile ilgili algıları. Gaziantep University Journal of Social Sciences, 11(1), 25-48.
• Kontak, J. (2016). Taking bullying by the horns: Childhood bullying behaviours and poor mental health. Master of Arts Dalhousie University Halifax, Nova Scotia July 2016, http://dalspace.library.dal.ca/bitstream/handle/10222/72154/Kontak-Julia-MA-HPRO-August-2016.pdf?sequence=5
• Larson, R. W. (2011). Positive development in a disorderly world. Journal of Research on Adolescence, 21(2), 317–334. doi: 10.1111/j.1532-7795.2010.00707.x Lodge, J., &
• Frydenberg, E. (2005). The role of peer bystanders in school bullying: Positive steps toward promoting peaceful schools. Theory into Practice, 44(4), 329-336.
• Marini, Z. A., Dane, A. V., Bosacki, S. L., & Cura, Y. L. C. (2006). Direct and indirect bully‐victims: differential psychosocial risk factors associated with adolescents involved in bullying and victimization. Aggressive Behavior, 32(6), 551-569.
• Marsh, H. W., Nagengast, B., Morin, A. J., Parada, R. H., Craven, R. G., & Hamilton, L. R. (2011). Construct validity of the multidimensional structure of bullying and victimization: An application of exploratory structural equation modeling. Journal of Educational Psychology, 103(3), 701-732.
• McDougall, P., & Vailliancourt, T. (2015). Long-term adult outcomes of peer victimization in childhood and adolescence: Pathways to adjustment and maladjustment. American Psychologist, 70(4), 300–310. doi: 10.1037/a0039174
• Mishna, F. (2004). A qualitative study o bullying from multiple perspectives. Children & Schools, 26(4), 234-247.
• Mouttapa, M., Valente, T., Gallaher, P., Rohrbach, L. A., & Unger, J. B. (2004). Social network predictors of bullying and victimization. Adolescence, 39(154), 315-335.
• Nansel, T. R., Craig, W., Overpeck, M. D., Saluja, G., & Ruan, W. J. (2004). Cross-national consistency in the relationship between bullying behaviors and psychosocial adjustment. Archives of Pediatrics & Adolescent Medicine, 158(8), 730-736.
• O'connell, P. A. U. L., Pepler, D., & Craig, W. (1999). Peer involvement in bullying: Insights and challenges for intervention. Journal of Adolescence, 22(4), 437-452.
• Oliver, C., & Candappa, M. (2007). Bullying and the politics of ‘telling’. Oxford Review of Education, 33(1), 71-86.
• Olson, C. K. (2004). Media violence research and youth violence data: Why do they conflict? Academic Psychiatry, 28(2), 144–150. doi:10.1176/appi.ap.28.2.144
• Olson, C. K., Kutner, L. A., Baer, L., Beresin, E. V., Warner, D. E., & Nicholi II, A. M. (2009). M-rated video games and aggressive or problem behavior among young adolescents. Applied Developmental Science, 13(4), 188-198.
• Olweus, D. (1993). Bully/victim problems among schoolchildren: Long-term consequences and an effective intervention program. In S. Hodgins (Ed.), Mental disorder and crime (pp. 317-349). Thousand Oaks, CA, US: Sage Publications, Inc.
• Özkan, Y. ve Çifci, E. G. (2010). Düşük sosyo-ekonomik düzeydeki ilköğretim okullarında akran zorbalığı. İlköğretim Online, 9(2), 576-586.
• Peguero, A. A. (2008). Bullying victimization and extracurricular activity. Journal of School Violence, 7(3), 71-85.
• Pepler, D., Craig, W., & O'Connell, P. (2010). Peer processes in bullying: Informing prevention and intervention strategies. In S. R. Jimerson, S. M. Swearer, & D. L. Espelage (Eds.), Handbook of bullying in schools: An international perspective (pp. 469-479). New York, NY, US: Routledge/Taylor & Francis Group.
• Pereira, B., Mendonca, D., Neto, C., Valente, L., & Smith, P. K. (2004). Bullying in Portuguese schools. School Psychology International, 25(2), 241-254.
• Pişkin, M. (2010). Examination of peer bullying among primary and middle school children in Ankara, Turkey. Egitim ve Bilim, 35(156), 175-189.
• Rideout, V. J., Foehr, U. G., & Roberts, D. F. (2010). Generation M2: Media lives of 8- to 18 year-olds. A Kaiser family foundation study. Mento Park, CA: Kaiser Family Foundation. https://kaiserfamilyfoundation.files.wordpress.com/2010/01/mh012010presentl.pdf
• Rigby, K. (2003). Consequences of bullying in schools. The Canadian Journal of Psychiatry, 48(9), 583-590.
• Rigby, K., & Johnson, B. (2005). Introduction to the international bystander project. Pastoral Care in Education, 23(2), 6-9.
• Rodkin, P. C., Espelage, D. L., & Hanish, L. D. (2015). A relational framework for understanding bullying: Developmental antecedents and outcomes. American Psychologist, 70(4), 311–321. doi: 10.1037/a0038658
• Ruggieri, S., Friemel, T., Sticca, F., Perren, S., & Alsaker, F. (2013). Selection and influence effects in defending a victim of bullying: The moderating effects of school context. Procedia-Social and Behavioral Sciences, 79, 117-126. doi: 10.1016/j.sbspro.2013.05.060
• Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15(2), 112-120. doi:10.1016/j.avb.2009.08.007
• Salmivalli, C., & Nieminen, E. (2002). Proactive and reactive aggression among school bullies, victims, and bully-victims. Aggressive Behavior, 28(1), 30-44.
• Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22(1), 1-15.
• Salmivalli, C., Voeten, M., & Poskiparta, E. (2011). Bystanders matter: Associations between reinforcing, defending, and the frequency of bullying behavior in classrooms. Journal of Clinical Child & Adolescent Psychology, 40(5), 668-676.
• Sapouna, M., & Wolke, D. (2013). Resilience to bullying victimization: The role of individual, family and peer characteristics. Child Abuse & Neglect, 37(11), 997-1006.
• Sauerwein, M., Theis, D., & Fischer, N. (2016). How youths’ profiles of extracurricular and leisure activity affect their social development and academic achievement. IJREE–International Journal for Research on Extended Education, 4(1), 103-124.
• Schäfer, M., Korn, S., Brodbeck, F. C., Wolke, D., & Schulz, H. (2005). Bullying roles in changing contexts: The stability of victim and bully roles from primary to secondary school. International Journal of Behavioral Development, 29(4), 323-335.
• Schmidt, J. (2003). Correlates of reduced misconduct among adolescents facing adversity. Journal of Youth and Adolescence, 32(6), 439-452.
• Serra-Negra, J. M., Pordeus, I. A., Corrêa-Faria, P., Fulgêncio, L. B., Paiva, S. M., & Manfredini, D. (2017). Is there an association between verbal school bullying and possible sleep bruxism in adolescents? Journal of Oral Rehabilitation, 44(5), 347-353.
• Sijtsema, J. J., Rambaran, J. A., Caravita, S., & Gini, G. (2014). Friendship selection and influence in bullying and defending: Effects of moral disengagement. Developmental Psychology, 50(8), 2093-2104.
• Sterzing, P. R., Hong, J. S., Gartner, R. E., & Auslander, W. F. (2016). Child maltreatment and bullying victimization among a community-based sample of sexual minority youth: The meditating role of psychological distress. Journal of Child & Adolescent Trauma, 9(4), 283-293. https://doi:org/10.1007/s40653-016-0101-4
• Swearer, S. M., Wang, C., Berry, B., & Myers, Z. R. (2014). Reducing bullying: Application of social cognitive theory. Theory into Practice, 53(4), 271-277.
• Swearer, S., & Hymel, S. (2015). Bullying and discrimination in schools: Exploring variations across student subgroups. School Psychology Review, 44(4), 504-509.
• Takizawa, R., Maughan, B., & Arseneault, L. (2014). Adult health outcomes of childhood bullying victimization: evidence from a five-decade longitudinal British birth cohort. American Journal of Psychiatry, 171(7), 777-784.
• Teddlie, C., & Yu, F. (2007). Mixed methods sampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77-100.
• Thornberg, R., Halldin, K., Bolmsjö, N., & Petersson, A. (2013). Victimising of school bullying: A grounded theory. Research Papers in Education, 28(3), 309-329.
• Thornberg, R., & Jungert, T. (2014). School bullying and the mechanisms of moral disengagement. Aggressive Behavior, 40(2), 99-108.
• Topçu, Ç. ve Erdur-Baker, Ö. (2016). Zorbalık mağdurlarının yardım alma davranışı ve yardım kaynakları. Ege Eğitim Dergisi, 17(1), 127-145.
• Trach, J., Hymel, S., Waterhouse, T., & Neale, K. (2010). Bystander responses to school bullying: A cross-sectional investigation of grade and sex differences. Canadian Journal of School Psychology, 25(1), 114-130.
• UNESCO (2011). Global education digest 2011 comparing education statistics across the world. The UNESCO Institute for Statistics. http://unesdoc.unesco.org/images/0021/002135/213517e.pdf
• UNESCO (2017). School violence and bullying: Global status report. Presented at the International Symposium on School Violence and Bullying: From Evidence to Action, Seoul, Republic of Korea, 17 – 19 January 2017, p. 9. http://unesdoc.unesco.org/images/0024/002469/246970e.pdf
• Vaillancourt, T., Trinh, V., McDougall, P., Duku, E., Cunningham, L., Cunningham, C., Hymel, S., & Short, K. (2010). Optimizing population screening of bullying in school-aged children. Journal of School Violence, 9(3), 233-250. doi: 10.1080/15388220.2010.483182
• Vanderbilt, D., & Augustyn, M. (2010). The effects of bullying. Paediatrics and Child Health, 20(7), 315-320.
• Veenstra, R., Lindenberg, S., Oldehinkel, A. J., De Winter, A. F., Verhulst, F. C., & Ormel, J. (2005). Bullying and victimization in elementary schools: a comparison of bullies, victims, bully/victims, and uninvolved preadolescents. Developmental Psychology, 41(4), 672-682.
• Wang, J., Iannotti,R.J., Luk, J.W., and Nansel, T.R. (2010). Co-occurrence of victimization from five subtypes of bullying: physical, verbal, social exclusion, spreading rumors, and cyber. Journal of Pediatric Psychology, 35(10), 1103-1112. doi:10.1093/jpepsy/jsq048.
• Werth, J. M., Nickerson, A. B., Aloe, A. M., & Swearer, S. M. (2015). Bullying victimization and the social and emotional maladjustment of bystanders: A propensity score analysis. Journal of School Psychology, 53(4), 295-308.
• West, P., Sweeting, H., & Young, R. (2010). Transition matters: pupils’ experiences of the primary–secondary school transition in the West of Scotland and consequences for well‐being and attainment. Research Papers in Education, 25(1), 21-50.
• White, R., & Mason, R. (2012). Bullying and gangs. International Journal of Adolescent Medicine and Health, 24(1), 57-62.
• Yen, C. F., Huang, M. F., Kim, Y. S., Wang, P. W., Tang, T. C., Yeh, Y. C., & Yang, P. (2013). Association between types of involvement in school bullying and different dimensions of anxiety symptoms and the moderating effects of age and gender in Taiwanese adolescents. Child Abuse & Neglect, 37(4), 263-272.
• Yerlikaya, I. (2014). Evaluation of Bullying Events among Secondary Education Students in Terms of School Type, Gender and Class Level. International Journal of Progressive Education, 10(3), 139-149.
• Yurtal, F. ve Cenkseven, F. (2016). İlköğretim okullarında zorbalığın yaygınlığı ve doğası. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(28), 1-13.