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Zorbalığa Dair Bilişsel Yargıların, Tepkisel ve Amaca Yönelik Saldırganlığın Aile İçi Şiddet Olgusu Açısından İncelenmesi

Year 2019, October 2019 Special Issue, 130 - 142, 30.10.2019
https://doi.org/10.21733/ibad.603537

Abstract

Bu çalışmada,
cinsiyet, aile içi şiddete tanık olma, şiddete maruz kalma, maruz kalınan ve
tanık olunan şiddet türü açısından zorbalığa dair bilişsel yargıların
farklılaşıp farklılaşmadığının belirlenmesi; zorbalığa dair bilişlerin tepkisel
ve amaçlı saldırganlıkla ilişkisinin incelenmesi amaçlanmaktadır. Araştırma,
İstanbul ilinde öğrenim gören 11-15 yaş grubu öğrencilerin katılımıyla
gerçekleştirilmiştir. Veri toplama aracı olarak Zorbalığa Dair Bilişler Ölçeği;
Tepkisel ve Amaçlı Saldırganlık Ölçeği ve Kişisel Bilgi Formu kullanılmıştır. Verilerin
analizinde, değişkenler arasındaki ilişkileri incelemek için pearson korelasyon
analizi; yordama durumunun incelenmesinde lineer regresyon analizi kullanılmıştır.
Fark testlerine yönelik analizlerde ise ilişkisiz grup t testi, Kruskal Wallis
ve Mann Witney U testleri uygulanmıştır. Araştırmanın çalışma grubu %50.7’si
(152) kadın, %49.3’ü (148) erkek olmak üzere 300 kişiden oluşmaktadır. Grubun
yaş ortalaması 12.49 olup, çalışma grubundaki en büyük katılımcının 15 en küçük
katılımcının ise 11 yaşında olduğu görülmüştür. Çalışma grubunun %30’u (90)
şiddete maruz kaldığını, %62.7’si (188) şiddete maruz kalmadığını belirtmiştir.
Analizlerde, zorbalığa dair bilişsel yargıların, tepkisel ve amaca yönelik
saldırganlık sonucunun tahmin edilmesinde anlamlı seviyede (
b = -.34, t(298) = 6.30, p < .001) etkili olduğu görülmüştür. Zorbalığa
dair bilişlerin aynı zamanda önemli oranda tepkisel ve amaca yönelik saldırganlık
testinin sonuçlarının varyansını (R2 = .12, F(1, 793) = 39.58, p
< .001) açıkladığı sonucuna varılmıştır. Çalışma sonucunda
aile içi şiddete tanık olma ve maruz kalmanın zorbalığa dair bilişlerde farklılık
yaratmış olduğu ve zorbalık
davranışını göstermede ve normalleştirmede istatisksel olarak anlamlı bir etkiye
sahip olduğu görülmüştür. Buna karşılık, şiddetin türünün ve şiddetin kim
tarafından uygulandığının zorbalığa dair bilişlerde istatistiksel açıdan anlamlı
etkiye sahip olmadığı sonucuna ulaşılmıştır.
Elde edilen bilgiler ışığında
aile içi şiddetin neden olduğu zorbalıkla ilgili bilişsel yargılamalardaki bu
değişikliğin, kişi zorbalık davranışları göstermese bile zorbalık döngüsünün
sürekliliğini destekleyen tutumlara yol açtığı sonucuna varılmıştır.

References

  • Aksoy, E., Çetin, G., İnanıcı, M. A., Polat, O., Sözen, M.Ş. ve Yavuz, F. (2004). Aile içi şiddet. Erişim Adresi: https://www.ttb.org.tr/eweb/adli/6.html Erişim tarihi, 11.02.2019.
  • Alkhalayleh, H. and Newlyn, D. (2015). Domestic violence and school bullying: an examination of the inextricable link between the two and the use of restorative justice to break the cycle. International Journal of Business, Economics and Law, 8(4), 147-154.
  • Almeida, A., Correia, I. and Marinho, S. (2009). Moral disengagement, normative beliefs of peer group, and attitudes regarding roles in bullying. Journal of School Violence, 9(1), 23-36.
  • Ayran, G. (2013). Ergenlerdeki Akran Zorbalığı ile Ebeveynlerin Çocuk Yetiştirme Tutumu Arasındaki İlişkinin Belirlenmesi. Yüksek Lisans Tezi. Atatürk Üniversitesi Sağlık Bilimleri Enstitüsü.
  • Baldry, A.C. (2003). Bullying in schools and exposure to domestic violence. Child Abuse & Neglect, 27(7), 713-732.
  • Bandura, A. (1999). Moral disengagement in the perpetration of inhumanities. Personality and Social Psychology Review, 3,193-209.
  • Bandura, A. (2002). Selective moral disengagement in the exercise of moral agency. Journal of Moral Education, 31, 101-119.
  • Bandura, A., Barbaranelli, C., Caprara, G. V. and Pastorelli, C. (1996). Mechanisms of moral disengagement in the exercise of moral agency. Journal of personality and social psychology, 71(2), 364.
  • Bauer, N. S., Herrenkohl, T. I., Lozano, P., Rivara, F. P., Hill, K. G. and Hawkins, J. D. (2006). Childhood bullying involvement and exposure to intimate partner violence. Pediatrics, 118(2), e235-e242.
  • Bayraktar, F., Kındap, Y., Kumru, A. ve Sayıl, M. (2010). Olumlu Sosyal ve Saldırgan Davranışlar Ölçeği'nin ergen örnekleminde psikometrik açıdan incelenmesi. Türk Psikoloji Yazıları. 13 (26), 1-13.
  • Boxer, P., Tisak, M. S. and Goldstein, S. E. (2004). Is it bad to be good? An exploration of aggressive and prosocial behavior subtypes in adolescence. Journal of Youth and Adolescence, 33(2), 91-100.
  • Burton, K.A., Florell, D. and Gore, J.S. (2013). Differences in proactive and reactive aggression in traditional bullies and cyberbullies. Journal of Aggression, Maltreatment & Trauma, 22(3), 316-328.
  • Camodeca, M. and Goossens, F. A. (2005). Aggression, social cognition, anger and sadness in bullies and victims. Journal of Child Psychology and Psychiatry, 46 (2), 186-197.
  • Camodeca, M., Goossens, F. A., Terwogt, M. M. and Schuengel, C. (2002). Bullying and victimization among school-age children: Stability and links to proactive and reactive aggression. Social Development, 11 (3), 332-345.
  • Dadouch, N. (2017). Your Child is Watching You: Explaining the Association between Witnessing Domestic Violence and Direct Aggression and Indirect Aggression in Youth by Moral Disengagement. (Master Thesis). Clinical Forensic Psychology. Tilburg University.
  • Deptula, D.P. and Cohen, R. (2004). Aggressive, rejected, and delinquent children and adolescents: A comparison of their friendships. Aggression and Violent Behavior, 9(1), 75-104.
  • Dodge, K.A. and Coie, J.D. (1987). Social ınformation processing factors in reactive and proactive aggression in children’s peer groups. Journal of Personality and Social Psychology 53, 1146-1158.
  • Dunlap, L.L. (2004). What all children need: theory and application. (Second Edition). Maryland: University Press of America.
  • Gini, G. (2006). Social cognition and moral cognition in bullying: what’s wrong? Aggressive Behavior, 32(6), 528–539.
  • Gökkaya, F., ve Sütcü, S. T. (2015). Çocuklar için Zorbalıkla İlgili Bilişler Ölçeğinin geliştirilmesi ve psikometrik özelliklerinin değerlendirilmesi. Anatolian Journal of Psychiatry/Anadolu Psikiyatri Dergisi, 16(Ek sayı.1):54-63).
  • Hoetger, L.A., Hazen, K.P. and Brank, E.M. (2015). All in the family: A retrospective study comparing sibling bullying and peer bullying. Journal of Family Violence, 30 (1), 103-111.
  • Houndoumadi, A. ve Pateraki, L. (2001). Bullying and bullies in Greek elementary schools: Pupils' attitudes and teachers'/parents' awareness. Educational Review, 53(1), 19-26.
  • Hymel, S., Henderson, R. and Bonanno, N.R. (2005): Moral Disengagement: A Framework for Understanding Bullying among-Adolescents. Peer Victimization in Schools: An International Perspective, Special Issue of the Journal of Social Sciences, 8, 1-11.
  • Kenney, K.L. (2012). Domestic violence, Minnesota: Abdo Publishing.
  • Lepistö, S., Luukkaala, T. and Paavilainen, E. (2011). Witnessing and experiencing domestic violence: a descriptive study of adolescents. Scandinavian Journal of Caring Sciences, 25(1), 70-80.
  • Lucas, S., Jembro, C., Tindberg, Y. and Janson, S. (2015). Bully, bullied and abused. Associations between violence at home and bullying in childhood. Scandinavian Journal of Public Health, 44 (1), 27-35.
  • Milli Eğitim Bakanlığı (2018). Milli Eğitim İstatşistikleri Örgün Eğitim 2017-2018. Ankara: Milli Eğitim Bakanlığı.
  • Murphy, A.G. (2009). Character education: dealing with bullying. New York: Chelsea House Publisher.
  • Olweus, D. (1997). Bully/victim problems in school: Facts and intervention. European Journal of Psychology of Education, 12(4), 495-510.
  • Önder, F.C. ve Yurtal, F. (2008). Zorba, kurban ve olumlu özellikler taşıyan ergenlerin aile özelliklerinin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 8(3), 805-832.
  • Padgett, S. and Notar, C. E. (2013). Bystanders are the key to stopping bullying. Universal Journal of Educational Research, 1(2), 33-41.
  • Perren, S. and Gutzwiller-Helfenfinger, E. (2012). Cyberbullying and traditional bullying in adolescence: Differential roles of moral disengagement, moral emotions, and moral values. European Journal of Developmental Psychology, 9(2), 195-209.
  • Pişkin, M. (2002). Okul zorbalığı: Tanımı, türleri, ilişkili olduğu faktörler ve alınabilecek önlemler. Kuram ve Uygulamada Eğitim Bilimleri, 2 (2), 531-562.
  • Price, J. M. and Dodge, K. A. (1989). Reactive and proactive aggression in childhood: Relations to peer status and social context dimensions. Journal of Abnormal Child Psychology, 17(4), 455-471.
  • Salmivalli, C. and Nieminen, E. (2002). Proactive and reactive aggression among school bullies, victims, and bully-victims. Aggressive Behavior, 28(1), 30-44.
  • Tarçarıl Erol, B. (2015). Investigating Early Maladaptive Schemas Among Secondary School Children in Regard to Peer Bullying and Victimization. Master Thesis. Bahcesehir University Clinical Psychology.
  • Vaillancourt, T., Hymel, S. and McDougall, P. (2003). Bullying is power: Implications for school-based intervention strategies. Journal of Applied School Psychology, 19(2), 157-176.
  • Williamson, R.E., Reed, D.E., Wickham, R.E. and Field, N.P. (2018). The mediational role of posttraumatic stress in the relationship between domestic violence exposure and peer victimisation: A Cambodian sample. Emotional and Behavioural Difficulties, 23 (1):28-38.
  • Yadava, A. Sharma, N.R. and Sharma, S. (2008). Understanding bullying: A moral disengagement framework. Counselling: Theory, Research and Practice, 147-160.

Investigation of Cognitive Judgments about Bullying, Reactive and Goal-Directed Aggression in terms of Domestic Violence

Year 2019, October 2019 Special Issue, 130 - 142, 30.10.2019
https://doi.org/10.21733/ibad.603537

Abstract

The aim of this study is to determine whether cognitive
judgments about bullying differ in terms of gender, witnessing domestic
violence, exposure to violence, and the type of violence experienced and
witnessed, and to investigate the relationship between bullying and reactive
and goal-directed aggression. This study was conducted with the participation
of 11-15-year-old students in Istanbul. As a data collection tool, Cognition
Questionnaire about Bullying, Reactive and Goal-directed Aggression Scale and
Personal Information Form were used. Pearson correlation analysis was used to
analyze the relationships between variables; linear regression analysis was
used to investigate the predictive status. In the analysis for difference
tests, unrelated group t test, Kruskal Wallis and Mann Witney U tests were
applied. The study group consisted of 300 people, 50.7% (152) of which are
women and 49.3% (148) of which are men. The mean age of the group was 12.49 and
the oldest participant in the study group was 15 years old and the youngest
participant was 11 years old. 30% (90) of the study group stated that they were
exposed to violence and 62.7% (188) stated that they were not exposed to
violence. Analysis showed that cognitions related bullying was effective in
predicting the result of reactive and proactive aggression (
b = -.34, t(298) = 6.30, p < .001). It was concluded that the cognitions
related bullying also explains the variance (R 2 = .12, F(1, 793) = 39.58, p
< .001) of the results of the significant reactive and proactive aggression
test. As a result of this study, it was found that witnessing and being exposed
to domestic violence made a difference in cognitions about bullying and had a
statistically significant effect on showing and normalizing bullying behavior.
On the other hand, it was concluded that the type of violence and by whom the
violence is applied does not have a statistically significant effect on
bullying cognitions. In the light of the information obtained, it was concluded
that this change in cognitive judgments related to bullying caused by domestic
violence leads to attitudes that support the continuity of the bullying cycle
even if the person does not show bullying behaviors.

References

  • Aksoy, E., Çetin, G., İnanıcı, M. A., Polat, O., Sözen, M.Ş. ve Yavuz, F. (2004). Aile içi şiddet. Erişim Adresi: https://www.ttb.org.tr/eweb/adli/6.html Erişim tarihi, 11.02.2019.
  • Alkhalayleh, H. and Newlyn, D. (2015). Domestic violence and school bullying: an examination of the inextricable link between the two and the use of restorative justice to break the cycle. International Journal of Business, Economics and Law, 8(4), 147-154.
  • Almeida, A., Correia, I. and Marinho, S. (2009). Moral disengagement, normative beliefs of peer group, and attitudes regarding roles in bullying. Journal of School Violence, 9(1), 23-36.
  • Ayran, G. (2013). Ergenlerdeki Akran Zorbalığı ile Ebeveynlerin Çocuk Yetiştirme Tutumu Arasındaki İlişkinin Belirlenmesi. Yüksek Lisans Tezi. Atatürk Üniversitesi Sağlık Bilimleri Enstitüsü.
  • Baldry, A.C. (2003). Bullying in schools and exposure to domestic violence. Child Abuse & Neglect, 27(7), 713-732.
  • Bandura, A. (1999). Moral disengagement in the perpetration of inhumanities. Personality and Social Psychology Review, 3,193-209.
  • Bandura, A. (2002). Selective moral disengagement in the exercise of moral agency. Journal of Moral Education, 31, 101-119.
  • Bandura, A., Barbaranelli, C., Caprara, G. V. and Pastorelli, C. (1996). Mechanisms of moral disengagement in the exercise of moral agency. Journal of personality and social psychology, 71(2), 364.
  • Bauer, N. S., Herrenkohl, T. I., Lozano, P., Rivara, F. P., Hill, K. G. and Hawkins, J. D. (2006). Childhood bullying involvement and exposure to intimate partner violence. Pediatrics, 118(2), e235-e242.
  • Bayraktar, F., Kındap, Y., Kumru, A. ve Sayıl, M. (2010). Olumlu Sosyal ve Saldırgan Davranışlar Ölçeği'nin ergen örnekleminde psikometrik açıdan incelenmesi. Türk Psikoloji Yazıları. 13 (26), 1-13.
  • Boxer, P., Tisak, M. S. and Goldstein, S. E. (2004). Is it bad to be good? An exploration of aggressive and prosocial behavior subtypes in adolescence. Journal of Youth and Adolescence, 33(2), 91-100.
  • Burton, K.A., Florell, D. and Gore, J.S. (2013). Differences in proactive and reactive aggression in traditional bullies and cyberbullies. Journal of Aggression, Maltreatment & Trauma, 22(3), 316-328.
  • Camodeca, M. and Goossens, F. A. (2005). Aggression, social cognition, anger and sadness in bullies and victims. Journal of Child Psychology and Psychiatry, 46 (2), 186-197.
  • Camodeca, M., Goossens, F. A., Terwogt, M. M. and Schuengel, C. (2002). Bullying and victimization among school-age children: Stability and links to proactive and reactive aggression. Social Development, 11 (3), 332-345.
  • Dadouch, N. (2017). Your Child is Watching You: Explaining the Association between Witnessing Domestic Violence and Direct Aggression and Indirect Aggression in Youth by Moral Disengagement. (Master Thesis). Clinical Forensic Psychology. Tilburg University.
  • Deptula, D.P. and Cohen, R. (2004). Aggressive, rejected, and delinquent children and adolescents: A comparison of their friendships. Aggression and Violent Behavior, 9(1), 75-104.
  • Dodge, K.A. and Coie, J.D. (1987). Social ınformation processing factors in reactive and proactive aggression in children’s peer groups. Journal of Personality and Social Psychology 53, 1146-1158.
  • Dunlap, L.L. (2004). What all children need: theory and application. (Second Edition). Maryland: University Press of America.
  • Gini, G. (2006). Social cognition and moral cognition in bullying: what’s wrong? Aggressive Behavior, 32(6), 528–539.
  • Gökkaya, F., ve Sütcü, S. T. (2015). Çocuklar için Zorbalıkla İlgili Bilişler Ölçeğinin geliştirilmesi ve psikometrik özelliklerinin değerlendirilmesi. Anatolian Journal of Psychiatry/Anadolu Psikiyatri Dergisi, 16(Ek sayı.1):54-63).
  • Hoetger, L.A., Hazen, K.P. and Brank, E.M. (2015). All in the family: A retrospective study comparing sibling bullying and peer bullying. Journal of Family Violence, 30 (1), 103-111.
  • Houndoumadi, A. ve Pateraki, L. (2001). Bullying and bullies in Greek elementary schools: Pupils' attitudes and teachers'/parents' awareness. Educational Review, 53(1), 19-26.
  • Hymel, S., Henderson, R. and Bonanno, N.R. (2005): Moral Disengagement: A Framework for Understanding Bullying among-Adolescents. Peer Victimization in Schools: An International Perspective, Special Issue of the Journal of Social Sciences, 8, 1-11.
  • Kenney, K.L. (2012). Domestic violence, Minnesota: Abdo Publishing.
  • Lepistö, S., Luukkaala, T. and Paavilainen, E. (2011). Witnessing and experiencing domestic violence: a descriptive study of adolescents. Scandinavian Journal of Caring Sciences, 25(1), 70-80.
  • Lucas, S., Jembro, C., Tindberg, Y. and Janson, S. (2015). Bully, bullied and abused. Associations between violence at home and bullying in childhood. Scandinavian Journal of Public Health, 44 (1), 27-35.
  • Milli Eğitim Bakanlığı (2018). Milli Eğitim İstatşistikleri Örgün Eğitim 2017-2018. Ankara: Milli Eğitim Bakanlığı.
  • Murphy, A.G. (2009). Character education: dealing with bullying. New York: Chelsea House Publisher.
  • Olweus, D. (1997). Bully/victim problems in school: Facts and intervention. European Journal of Psychology of Education, 12(4), 495-510.
  • Önder, F.C. ve Yurtal, F. (2008). Zorba, kurban ve olumlu özellikler taşıyan ergenlerin aile özelliklerinin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 8(3), 805-832.
  • Padgett, S. and Notar, C. E. (2013). Bystanders are the key to stopping bullying. Universal Journal of Educational Research, 1(2), 33-41.
  • Perren, S. and Gutzwiller-Helfenfinger, E. (2012). Cyberbullying and traditional bullying in adolescence: Differential roles of moral disengagement, moral emotions, and moral values. European Journal of Developmental Psychology, 9(2), 195-209.
  • Pişkin, M. (2002). Okul zorbalığı: Tanımı, türleri, ilişkili olduğu faktörler ve alınabilecek önlemler. Kuram ve Uygulamada Eğitim Bilimleri, 2 (2), 531-562.
  • Price, J. M. and Dodge, K. A. (1989). Reactive and proactive aggression in childhood: Relations to peer status and social context dimensions. Journal of Abnormal Child Psychology, 17(4), 455-471.
  • Salmivalli, C. and Nieminen, E. (2002). Proactive and reactive aggression among school bullies, victims, and bully-victims. Aggressive Behavior, 28(1), 30-44.
  • Tarçarıl Erol, B. (2015). Investigating Early Maladaptive Schemas Among Secondary School Children in Regard to Peer Bullying and Victimization. Master Thesis. Bahcesehir University Clinical Psychology.
  • Vaillancourt, T., Hymel, S. and McDougall, P. (2003). Bullying is power: Implications for school-based intervention strategies. Journal of Applied School Psychology, 19(2), 157-176.
  • Williamson, R.E., Reed, D.E., Wickham, R.E. and Field, N.P. (2018). The mediational role of posttraumatic stress in the relationship between domestic violence exposure and peer victimisation: A Cambodian sample. Emotional and Behavioural Difficulties, 23 (1):28-38.
  • Yadava, A. Sharma, N.R. and Sharma, S. (2008). Understanding bullying: A moral disengagement framework. Counselling: Theory, Research and Practice, 147-160.
There are 39 citations in total.

Details

Primary Language Turkish
Journal Section Original Articles
Authors

Eda Ermağan Çağlar 0000-0002-9690-2898

Tuğba Türk 0000-0002-4361-3769

Yasemin Sanal 0000-0002-3147-6269

Publication Date October 30, 2019
Acceptance Date September 2, 2019
Published in Issue Year 2019 October 2019 Special Issue

Cite

APA Ermağan Çağlar, E., Türk, T., & Sanal, Y. (2019). Zorbalığa Dair Bilişsel Yargıların, Tepkisel ve Amaca Yönelik Saldırganlığın Aile İçi Şiddet Olgusu Açısından İncelenmesi. IBAD Sosyal Bilimler Dergisi130-142. https://doi.org/10.21733/ibad.603537

IBAD Sosyal Bilimler Dergisi / IBAD Journal of Social Sciences / IBAD

IBAD is under review EBSCO, SCOPUS, E-SCI and TÜBİTAK/ULAKBİM(TR) SBVT.