Siber İzleyicilerin Perspektifinden Siber Zorbalığın Dinamikleri: Öğretmen ve Öğrenci Görüşleri

Abstract

Mevcut araştırmada, siber zorbalığın nedenleri ile siber zorba ve mağdurun özelliklerinin, öğrenciler ve öğretmenlerin izleyici bakış açıları üzerinden incelenmesi amaçlanmıştır. Olgu bilim (fenomenoloji) desenine dayalı olarak yürütülen çalışmada, Erzurum il merkezinde öğrenim gören 20 ergen öğrenci ile çeşitli branşlarda görev yapan 11 öğretmen yer almıştır. Veriler, siber zorbalık senaryosu temelli yarı yapılandırılmış görüşme formu aracılığıyla toplanmış ve içerik analiziyle çözümlenmiştir. Bulgular, siber zorbalığın bireysel eğilimler, sosyal çevre ve dijital ortam özelliklerinin etkileşimiyle şekillenen çok boyutlu bir olgu olduğunu göstermiştir. Öğrenciler siber zorbalığı çoğunlukla eğlence, güç kazanma, dikkat çekme ve sosyal kabul arayışıyla ilişkilendirirken; öğretmenler, geçmiş mağduriyet deneyimleri, öfke kontrolü sorunları ve psikososyal yetersizlikleri ön plana çıkarmıştır. Katılımcılara göre mağdurlar genellikle çekingen, savunmasız, sosyal ilişkilerinde kırılgan ve aktif sosyal medya kullanıcılarıdır; zorbalar ise agresif, güç odaklı, duygusal açıdan yetersiz ve sosyal ilişkilerinde zayıf bireylerdir. Sonuçlar, öğrencilerin ve öğretmenlerin izleyici konumundan elde ettikleri algıların, siber zorbalığın nedenlerini, rollerini ve dinamiklerini anlamada önemli bir açıklayıcı çerçeve sunduğunu ortaya koymaktadır.

Keywords

• siber zorba
• siber mağdur
• siber izleyici öğrenci
• siber izleyici öğretmen

The Dynamics of Cyberbullying from the Perspective of Bystanders: Teacher and Student Perspectives

Abstract

The present study aimed to examine the causes of cyberbullying and the characteristics of cyberbullies and cybervictims from the bystander perspectives of students and teachers. The study was conducted using a phenomenological design and included 20 adolescent students attending schools in the city center of Erzurum and 11 teachers from various subject areas. Data were collected through a semi-structured interview form based on a cyberbullying scenario and analyzed using content analysis. The findings indicated that cyberbullying is a multidimensional phenomenon shaped by the interaction of individual tendencies, the social environment, and characteristics of digital environments. While students primarily associated cyberbullying with entertainment, the pursuit of power, attention seeking, and the desire for social acceptance, teachers emphasized previous experiences of victimization, difficulties in anger control, and psychosocial inadequacies. According to the participants, cybervictims were generally characterized as withdrawn, vulnerable, socially fragile, and active social media users. In contrast, cyberbullies were described as aggressive, power-oriented, emotionally deprived, and experiencing difficulties in social relationships. The findings demonstrate that students’ and teachers’ perceptions from their positions as bystanders provide an important explanatory framework for understanding the causes, roles, and dynamics of cyberbullying.

Keywords

• Student cyberbystanders
• teacher cyberbystanders
• cyberbullies
• cybervictims

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