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Ergenlerde Sosyal Başarı Hedefleri ve Akran Zorbalığı Arasındaki İlişkinin İncelenmesi

Year 2023, Volume: 5 Issue: 2, 426 - 442, 31.12.2023

Abstract

Araştırmanın amacı, sosyal başarı hedeflerinin akran zorbalığına etkisini kademeli bir şekilde incelemektir. Araştırmanın örneklemi 331 lise öğrencisidir. Araştırmanın verileri amaçlı örnekleme yöntemi kullanılarak online olarak elde edilmiştir. Katılımcıların 194'ü (%59) kadın, 137'si (%41) erkektir. 64 katılımcı 9. sınıf, 92 katılımcı 10. sınıf, 79 katılımcı 11. sınıf, 96 katılımcı 12. sınıf öğrencisidir. Araştırmada, Sosyal Başarı Hedefleri Ölçeği (Ölçek 3 alt boyut ve 5’li Likert tipinden oluşmaktadır) ve Akran Zorbalığı Ölçeği (Ölçek 10 maddeden ve bir alt boyuttan oluşmaktadır) kullanılmıştır. Sosyal başarı hedeflerinin alt boyutu ile; Performansa yaklaşma / Performanstan kaçınma ve akran zorbalığı. Ebeveyn tutumları ile akran zorbalığı davranışları arasındaki ilişki incelendiğinde, baskıcı ebeveyn tutumlarına sahip bireyler ile hoşgörülü ebeveyn tutumlarına sahip bireyler arasında anlamlı bir fark olduğu görülmüştür. Baskıcı ebeveyn tutumlarına maruz kalan bireylerin akran zorbalığı davranışlarının kendilerinin de zorba olma düzeyinin daha yüksek olduğu sonucuna ulaşılmıştır. Ayrıca ANOVA testi sonuçlarına göre bireylerin zorbalık davranışları babaların tutumlarına göre anlamlı farklılık göstermiştir. Ayrıca ergenlerin zorbalık davranışları, babalarının baskıcı tutumlarına karşı babalarının hoşgörülü tutumlarından giderek artmaktadır. Ayrıca akran zorbalığı davranışları da ergenlerin annelerinin tutumlarına göre farklılık göstermektedir. Annesi baskıcı tutum sergileyen ergenlerin zorbalık davranışları, annesi hoşgörülü tutum sergileyen ergenlere göre daha yüksektir. Öte yandan ergenlerin sosyal becerilerini olumsuz etkileyen performanstan kaçınma davranışlarının baba tutumları açısından göre anlamlı farklılık gösterdiği tespit edilmiştir. Koruyucu baba tutumuna sahip ergenlerin performanstan kaçınma davranışları, hoşgörülü baba tutumuna sahip ergenlerin performanstan kaçınma davranışlarından daha yüksektir. Araştırmanın bulguları literatür kapsamında tartışılmıştır.

References

  • Akarsu,H., & Demirpençe,M. (2022). Ergenlerde sosyal görünüş kaygısının iletişim becerilerine etkisi. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 4 (1),14–26.
  • Arslan, N. (2017). Peer Bullying among high school students: Turkish version of bullying scale. Turkish Online Journal of Educational Technology-TOJET. 853-857.
  • Arslan, N., Turhan, N., Bingöl, T., Öztabak, M., & Çetintaş, Ş.(2018). Sosyal Başarı Hedefi Ölçeğinin Türkçeye Uyarlanması. Eğitim Bilimleri Dergisi, 47(47): 39-50. https://doi.org/10.15285/maruaebd.315511
  • Arslankara,V.B., & Usta,E. (2020). Lise öğrencilerinde sanal risk algısı: Problemli İnternet kullanımı ve eleştirel düşünme bağlamında bir araştırma. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 2 (1),134-153.
  • Brinkman,C. S., Gabriel,S., & Paravati, E. (2020). Social achievement goals and social media. Computers in Human Behavior, 111, 1-10. https://doi.org/10.1016/j.chb.2020.106427
  • Craig, W. M. (1998). The relationship among bullying, victimization, depression, anxiety, and aggression in elementary school children. Personality and Individual Differences, 24, 123-130. https://doi.org/10.1016/S0191-8869(97)00145-1
  • Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70(3), 461–475. https://doi.org/10.1037/0022-3514.70.3.461.
  • Elliot, A. J., (1999). Approach and avoidance motivation and achievement goals, Educational Psychologist, 34(3): 169- 189. https://doi.org/10.1207/s15326985ep3403_3
  • Erdoğan, Ö., & Uçukoğlu, H. (2011). İlköğretim okulu öğrencilerinin anne-baba tutumu algıları ile atılganlık ve olumsuz değerlendirilmekten korkma düzeyleri arasındaki ilişkiler [The relationship of the perception of primary education students’ mother–father attitude on their venturesomeness and the fear of negative evaluation degrees]. Kastamonu Eğitim Dergisi [Kastamonu Education Journal], 19(1), 51-72.
  • Graham, S., & Juvonen, J. (2001). An Attributional Approach to peer victimization. In S. Graham ve J. Juvonen (Eds.), Peer harassment in school: The plight of the vulnerable and victimized (49–72). New York: Guilford Press
  • Haraldstad, K., Kvarme, L. G., Christophersen, K. A., & Helseth, S. (2019). Associations between self-efficacy, bullying and health-related quality of life in a school sample of adolescents: A cross-sectional study. BMC Public Health, 19, 1-9. https://doi.org/10.1186/s12889-019-7115-4
  • Horst, S. J., Finney, S. J., & Barron, K. E. (2007). Moving beyond academic achievement goal measures: A study of social achievement goals. Contemporary Educational Psychology, 32(4), 667-698. https://doi.org/10.1016/j.cedpsych.2006.10.011
  • Jones, M. H., & Ford, J. M. (2014). Social achievement goals, efficacious beliefs, and math performance in a predominately African American high school. Journal of Black Psychology, 40(3), 239-262. https://doi.org/10.1177/0095798413483556
  • 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. https://doi.org/10.1006/jado.2000.0351
  • Karasar, N. (2003). Bilimsel araştırma yöntemi. Nobel Yayın Dağıtım: Ankara.
  • Michou, A., Mouratidis, A., Ersoy, E., & Uğur, H. (2016). Social achievement goals, needs satisfaction, and coping among adolescents. Personality and Individual Differences, 99, 260-265. https://doi.org/10.1016/j.paid.2016.05.028
  • Olweus, D. (1993a). Bullying at school: what we know and what we can do. Cambridge, MA: Blackwell.
  • Olweus, D. (1993b). 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: Sage
  • Öner,İ.E.,& Çakır,R. (2019). Ortaokul öğrencilerinin internet bağımlılığı ve sosyal medya kullanma düzeyleri arasındaki ilişkinin incelenmesi. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 1(1), 26 – 43.
  • Rigby, K., & Slee, P. T. (1993). Dimensions of interpersonal relation among Australian children and implications for psychological well-being. The Journal of Social Psychology, 133(1), 33-42. https://doi.org/10.1080/00224545.1993.9712116
  • Ryan, A. M., & Shim, S. S. (2006). Social achievement goals: The nature, and consequences of different orientations toward social competence. Personality and Social Psychology Bulletin, 32, 1246-1263. https://doi.org/10.1177/0146167206289345
  • Ryan, A. M., & Shim, S. S. (2008). An exploration of young adolescents’ social achievement goals and social adjustment in middle school. Journal of Educational Psychology, 100, 672-687. https://doi.org/10.1037/0022-0663.100.3.672
  • Sekol, I., & Farrington, D. P. (2016). Personal characteristics of bullying victims in residential care for youth. Journal of Aggression, Conflict and Peace Research, 8(2), 99-113. https://doi.org/10.1108/JACPR-11-2015-0198
  • Semiz, S., & Lindberg, E. N. (2022). Investigation of peer bullying in early years on the basis of emotional intelligence and family variables. Hacettepe University Journal of Education, 37(2), 764-781. doi: 10.16986/HUJE.2020063983
  • Shaw, T., Dooley, J. J., Cross, D., Zubrick, S. R., & Waters, S. (2013). The Forms of Bullying Scale (FBS): Validity and reliability estimates for a measure of bullying victimization and perpetration in adolescence. Psychological Assessment, 25(4), 1045–1057. https://doi.org/10.1037/a0032955
  • Shields, A., & Cicchetti, D. (2001). Parental maltreatment and emotion dysregulation as risk factors for bullying and victimization in middle childhood. Journal of Clinical child Psychology, 30(3), 349-363. https://doi.org/10.1207/S15374424JCCP3003_7
  • Shim, S. S., Cho, Y., & Wang, C. (2013). Classroom goal structures, social achievement goals, and adjustment in middle school. Learning and Instruction, 23, 69-77. https://doi.org/10.1016/j.learninstruc.2012.05.008
  • Swearer, S. M., Song, S. Y., Cary, P. T., Eagle, J. W., & Mickelson, W. T. (2001). Psychosocial correlates in bullying and victimization: The relationship between depression, anxiety, and bully/victim status. Journal of Emotional Abuse, 2(2-3), 95–121. https://doi.org/10.1300/J135v02n02_07.
  • Tuğran,A.Z., & Dost, M.T. (2022). Lise öğrencilerinde ebeveyn tutumu ve temel psikolojik ihtiyaçlar ile zorbalık statüleri arasındaki ilişkiler. Eğitim ve Bilim, 47 (209), 293-309. https://doi.org/ 10.15390/EB.2022.11034
  • Turhan, N. S., Bingöl, T. Y., & Arslan, N. (2019). Predictive effect of social achievement goals and classroom incivility on difficulties during emotion regulation. Higher Education Studies, 9(4), 58-70. https://doi.org/10.5539/hes.v9n4p58
  • Türkel,Z.,& Dilmaç, B.(2019). The relationship relations between social media use in adolescents, loneliness and life satisfaction. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 1(1),57-70.
  • UNICEF Peer Violence. (2017). Available online: https://www.unicef.org.
  • Üztemur,S.,& Dinç,E. (2022). Sosyal medya tükenmişlik ölçeği: Öğretmen adayları özelinde Türk kültürüne uyarlama, geçerlik ve güvenilirlik çalışması. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 4(2), 238 – 247.
  • Wentzel, K. R. (2000). What is it that I’m trying to achieve? Classroom goals from a content perspective. Contemporary Educational Psychology, 25(1), 105–115. https://doi.org/10.1006/ceps.1999.1021
  • Yavuzer, H. (1999). 6-12 yaş çocuklarının psikososyal gelişmesi [Psychosocial development of children aged 6-12]. Psikoloji Dergisi [Journal of Psychology],5, 20-24.
  • Yılmaz,E., & Kağan, S. (2022). Covid-19 sürecinde evlilik uyumu ve çatışma çözme becerileri arasındaki ilişkide sosyal medya bağımlılığının aracı rolü. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 4 (2), 84-95.

Examining the Relationship Between Social Achievement Goals and Peer Bullying in Adolescents

Year 2023, Volume: 5 Issue: 2, 426 - 442, 31.12.2023

Abstract

The aim of the study is to examine the effect of social achievement goals on peer bullying in a gradual manner. Participants of the study were 331 high school students. Data of the study were obtained from a web-based cross-sectional study by using a convenience sampling method. Of the participants, 194 were female (59%) and 137 were male (41%). 64 participants are 9th grade, 92 participants are 10th grade, 79 participants are 11th grade, 96 participants are 12th grade. Social Achievement Goals Scale (The scale consists of three sub-dimensions: 'Mastery', 'Performance Approach' and 'Performance Avoidance'. The items in the scale are answered between 1 and 5 as (1) not at all true, (2) sometimes true, (3) partly true, (4) often true, and (5) very true) and Peer Bullying Scale (The scale consists of a total of 10 items in 5-point Likert-type and a sub-dimension) were used. Positive relationship was found between with sub-dimension of social achievement goals; Performance-approach / Performance-avoid and peer bullying. When the relationship between parental attitudes and peer bullying behaviors was examined, it was observed that there was a significant difference between individuals with oppressive parent attitudes and those with tolerant parent attitudes. It has been concluded that the peer bullying behaviors of individuals who are exposed to oppressive parental attitudes are at a higher level of being bullies themselves. Also, according to the results of the ANOVA test, bullying behavior of individuals showed significant differences according to the attitudes of fathers. Also, adolescents' bullying behaviors gradually increase from their fathers' tolerant attitudes to fathers' oppressive attitudes. In addition, Peer bullying behaviors also differ according to the attitudes of the mothers of the adolescents. Bullying behaviors of adolescents whose mothers had an oppressive attitude were higher than those whose mothers had a tolerant attitude. On the other hand, performance avoidance behaviors, which negatively affect adolescents' social skills, were found to differ significantly according to fathers' attitudes. Performance avoidance behaviors of adolescents with protective father attitude are higher than performance avoidance behaviors of adolescents with tolerant father attitude.

References

  • Akarsu,H., & Demirpençe,M. (2022). Ergenlerde sosyal görünüş kaygısının iletişim becerilerine etkisi. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 4 (1),14–26.
  • Arslan, N. (2017). Peer Bullying among high school students: Turkish version of bullying scale. Turkish Online Journal of Educational Technology-TOJET. 853-857.
  • Arslan, N., Turhan, N., Bingöl, T., Öztabak, M., & Çetintaş, Ş.(2018). Sosyal Başarı Hedefi Ölçeğinin Türkçeye Uyarlanması. Eğitim Bilimleri Dergisi, 47(47): 39-50. https://doi.org/10.15285/maruaebd.315511
  • Arslankara,V.B., & Usta,E. (2020). Lise öğrencilerinde sanal risk algısı: Problemli İnternet kullanımı ve eleştirel düşünme bağlamında bir araştırma. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 2 (1),134-153.
  • Brinkman,C. S., Gabriel,S., & Paravati, E. (2020). Social achievement goals and social media. Computers in Human Behavior, 111, 1-10. https://doi.org/10.1016/j.chb.2020.106427
  • Craig, W. M. (1998). The relationship among bullying, victimization, depression, anxiety, and aggression in elementary school children. Personality and Individual Differences, 24, 123-130. https://doi.org/10.1016/S0191-8869(97)00145-1
  • Elliot, A. J., & Harackiewicz, J. M. (1996). Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. Journal of Personality and Social Psychology, 70(3), 461–475. https://doi.org/10.1037/0022-3514.70.3.461.
  • Elliot, A. J., (1999). Approach and avoidance motivation and achievement goals, Educational Psychologist, 34(3): 169- 189. https://doi.org/10.1207/s15326985ep3403_3
  • Erdoğan, Ö., & Uçukoğlu, H. (2011). İlköğretim okulu öğrencilerinin anne-baba tutumu algıları ile atılganlık ve olumsuz değerlendirilmekten korkma düzeyleri arasındaki ilişkiler [The relationship of the perception of primary education students’ mother–father attitude on their venturesomeness and the fear of negative evaluation degrees]. Kastamonu Eğitim Dergisi [Kastamonu Education Journal], 19(1), 51-72.
  • Graham, S., & Juvonen, J. (2001). An Attributional Approach to peer victimization. In S. Graham ve J. Juvonen (Eds.), Peer harassment in school: The plight of the vulnerable and victimized (49–72). New York: Guilford Press
  • Haraldstad, K., Kvarme, L. G., Christophersen, K. A., & Helseth, S. (2019). Associations between self-efficacy, bullying and health-related quality of life in a school sample of adolescents: A cross-sectional study. BMC Public Health, 19, 1-9. https://doi.org/10.1186/s12889-019-7115-4
  • Horst, S. J., Finney, S. J., & Barron, K. E. (2007). Moving beyond academic achievement goal measures: A study of social achievement goals. Contemporary Educational Psychology, 32(4), 667-698. https://doi.org/10.1016/j.cedpsych.2006.10.011
  • Jones, M. H., & Ford, J. M. (2014). Social achievement goals, efficacious beliefs, and math performance in a predominately African American high school. Journal of Black Psychology, 40(3), 239-262. https://doi.org/10.1177/0095798413483556
  • 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. https://doi.org/10.1006/jado.2000.0351
  • Karasar, N. (2003). Bilimsel araştırma yöntemi. Nobel Yayın Dağıtım: Ankara.
  • Michou, A., Mouratidis, A., Ersoy, E., & Uğur, H. (2016). Social achievement goals, needs satisfaction, and coping among adolescents. Personality and Individual Differences, 99, 260-265. https://doi.org/10.1016/j.paid.2016.05.028
  • Olweus, D. (1993a). Bullying at school: what we know and what we can do. Cambridge, MA: Blackwell.
  • Olweus, D. (1993b). 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: Sage
  • Öner,İ.E.,& Çakır,R. (2019). Ortaokul öğrencilerinin internet bağımlılığı ve sosyal medya kullanma düzeyleri arasındaki ilişkinin incelenmesi. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 1(1), 26 – 43.
  • Rigby, K., & Slee, P. T. (1993). Dimensions of interpersonal relation among Australian children and implications for psychological well-being. The Journal of Social Psychology, 133(1), 33-42. https://doi.org/10.1080/00224545.1993.9712116
  • Ryan, A. M., & Shim, S. S. (2006). Social achievement goals: The nature, and consequences of different orientations toward social competence. Personality and Social Psychology Bulletin, 32, 1246-1263. https://doi.org/10.1177/0146167206289345
  • Ryan, A. M., & Shim, S. S. (2008). An exploration of young adolescents’ social achievement goals and social adjustment in middle school. Journal of Educational Psychology, 100, 672-687. https://doi.org/10.1037/0022-0663.100.3.672
  • Sekol, I., & Farrington, D. P. (2016). Personal characteristics of bullying victims in residential care for youth. Journal of Aggression, Conflict and Peace Research, 8(2), 99-113. https://doi.org/10.1108/JACPR-11-2015-0198
  • Semiz, S., & Lindberg, E. N. (2022). Investigation of peer bullying in early years on the basis of emotional intelligence and family variables. Hacettepe University Journal of Education, 37(2), 764-781. doi: 10.16986/HUJE.2020063983
  • Shaw, T., Dooley, J. J., Cross, D., Zubrick, S. R., & Waters, S. (2013). The Forms of Bullying Scale (FBS): Validity and reliability estimates for a measure of bullying victimization and perpetration in adolescence. Psychological Assessment, 25(4), 1045–1057. https://doi.org/10.1037/a0032955
  • Shields, A., & Cicchetti, D. (2001). Parental maltreatment and emotion dysregulation as risk factors for bullying and victimization in middle childhood. Journal of Clinical child Psychology, 30(3), 349-363. https://doi.org/10.1207/S15374424JCCP3003_7
  • Shim, S. S., Cho, Y., & Wang, C. (2013). Classroom goal structures, social achievement goals, and adjustment in middle school. Learning and Instruction, 23, 69-77. https://doi.org/10.1016/j.learninstruc.2012.05.008
  • Swearer, S. M., Song, S. Y., Cary, P. T., Eagle, J. W., & Mickelson, W. T. (2001). Psychosocial correlates in bullying and victimization: The relationship between depression, anxiety, and bully/victim status. Journal of Emotional Abuse, 2(2-3), 95–121. https://doi.org/10.1300/J135v02n02_07.
  • Tuğran,A.Z., & Dost, M.T. (2022). Lise öğrencilerinde ebeveyn tutumu ve temel psikolojik ihtiyaçlar ile zorbalık statüleri arasındaki ilişkiler. Eğitim ve Bilim, 47 (209), 293-309. https://doi.org/ 10.15390/EB.2022.11034
  • Turhan, N. S., Bingöl, T. Y., & Arslan, N. (2019). Predictive effect of social achievement goals and classroom incivility on difficulties during emotion regulation. Higher Education Studies, 9(4), 58-70. https://doi.org/10.5539/hes.v9n4p58
  • Türkel,Z.,& Dilmaç, B.(2019). The relationship relations between social media use in adolescents, loneliness and life satisfaction. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 1(1),57-70.
  • UNICEF Peer Violence. (2017). Available online: https://www.unicef.org.
  • Üztemur,S.,& Dinç,E. (2022). Sosyal medya tükenmişlik ölçeği: Öğretmen adayları özelinde Türk kültürüne uyarlama, geçerlik ve güvenilirlik çalışması. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 4(2), 238 – 247.
  • Wentzel, K. R. (2000). What is it that I’m trying to achieve? Classroom goals from a content perspective. Contemporary Educational Psychology, 25(1), 105–115. https://doi.org/10.1006/ceps.1999.1021
  • Yavuzer, H. (1999). 6-12 yaş çocuklarının psikososyal gelişmesi [Psychosocial development of children aged 6-12]. Psikoloji Dergisi [Journal of Psychology],5, 20-24.
  • Yılmaz,E., & Kağan, S. (2022). Covid-19 sürecinde evlilik uyumu ve çatışma çözme becerileri arasındaki ilişkide sosyal medya bağımlılığının aracı rolü. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 4 (2), 84-95.
There are 36 citations in total.

Details

Primary Language Turkish
Subjects Child Development Education
Journal Section Articles
Authors

Nihan Arslan 0000-0002-2451-0852

Serhat Arslan 0000-0003-4422-8421

M. Furkan Kurnaz 0000-0003-3773-9418

Hilal Alkan 0000-0002-1813-1004

Early Pub Date December 12, 2023
Publication Date December 31, 2023
Submission Date August 20, 2023
Acceptance Date November 1, 2023
Published in Issue Year 2023 Volume: 5 Issue: 2

Cite

APA Arslan, N., Arslan, S., Kurnaz, M. F., Alkan, H. (2023). Ergenlerde Sosyal Başarı Hedefleri ve Akran Zorbalığı Arasındaki İlişkinin İncelenmesi. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 5(2), 426-442.