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Ergenlerde Akran Zorbalığı İle Ebeveynlerin Çocuk Yetiştirme Tutumu Arasındaki İlişkinin Belirlenmesi

Year 2018, Volume: 6 Issue: 3, 129 - 140, 01.01.2018

Abstract

Ebeveyn tutumu çocuğun gelişiminde son derece önemlidir. Kişilik gelişiminin başladığı ergenlik sürecinde çocuklar ebeveynlerini rol model alarak kendi kişiliğini şekillendirmeye başlar ve bu doğrultuda ilişkilerini yönetir. Bu çalışmanın amacı, ailenin çocuk yetiştirmedeki tutumu ile akran zorbalığı arasındaki ilişkiyi incelemektir. Bu çalışma, Erzincan ilinde bulunan üç ayrı Ortaokul öğrencileri ve onların ebeveynleri ile yürütülmüştür. Veriler soru formu, Akran Zorbalığı Kurbanlarını Belirleme ölçeği ile Aile Yaşamı ve Çocuk Yetiştirme Tutum ölçeği aracı ile toplanmıştır. Verilerin değerlendirilmesinde; yüzdelik dağılımlar, ortalamalar, Post Hoc Bonferroni, Sidak testi, tek yönlü ANOVA ve Pearson korelasyon analizi kullanılmıştır. Öğrencilerin %8’inin kurban, %7’sinin zorba, %8’inin de hem zorba hem kurban olduğu ve %77’sinin ise zorbalık olayına karışmadığı görülmüştür. Ailesi aşırı koruyucu olan ve ailesinde geçimsizlik olan öğrencilerin zorbalık döngüsünde kurban olarak yer aldığı belirlenmiştir. Sıkı disiplin alt boyut puan ortalamaları istatistiksel olarak gruplar arasında değişim göstermemesine rağmen hem zorba hem kurban olan öğrencilerin daha fazla sıkı disipline maruz kaldığı saptanmıştır. Çocuk yetiştirme tutum ölçeği ile akran zorbalığını belirleme ölçeği arasındaki ilişki incelendiğinde; koruyuculuk alt boyut puanı arttıkça zorbalık yapan öğrencilerin toplam puanda düşüş gösterdiği belirlenmiştir. Geçimsizlik alt boyut puanı arttıkça da zorbalığa maruz kalan öğrencilerin toplam puan da artış olduğu saptanmıştır. Çocuk yetiştirme tutumundaki bazı parametrelerin zorbalık döngüsündeki rolleri etkilediği belirlenmiştir

References

  • Ahmed, E. & Braıthwaıte, V. (2004). When tax collectors become collectors for child support and student loans. Jeopardizingor Protecting The Revenue Base, 3, 303-326.
  • Albayrak, S., Yıldız, A. & Erol, S. (2012). The effect of peer bullying education on adolescents’ knowledge, attitudes and behaviours towards bullying. Procedia-Social and Behavioral Sciences, 46, 4620-4625.
  • Arslan, S., Savaşer, S. & Yazgan, Y. (2011). Prevalence of bullying in high school students in turkey and the roles of socio-culturel of demographic factors in the bullying cycle. Indian Journal Pediatr, 78(8), 987-992.
  • Arslan, S., & Savaşer, S. (2012). Effect Of High School Students’ Selfconcept and Family Relationships On Peer Bullying. Revista Brasileira Em Promoção Da Saşde, 25(4), 405-412.
  • Ayas, T. & Pişkin, M. (2015). Akran zorbalığı belirleme ölçeği ergen formu. Uluslararası Hakemli Sosyal Bilimler E-Dergisi, 50, 316-324.
  • Aydın, A. & Yamaç, A. (2014). The Relations Between the Acceptance and ChildRearing Attitudes of Parents Of Children With Mental Disabilities. Eurasian Journal of Educational Research, Issue 54, 79-98.
  • Ayyıldız, T. (2005). Zonguldak İl Merkezinde 0-6 Yaş Çocuğu Olan Annelerin Çocuk Yetiştirme Tutumları. Yayınlanmamış Yüksek Lisans Tezi, Zonguldak Karaelmas Üniversitesi, Sosyal Bilimleri Enstitüsü, Zonguldak.
  • Burnukara, P. & Uçanok, Z. (2012). İlk ve orta ergenlikte akran zorbalığı: Gerçekleştiği yerler ve baş etme yolları. Türk Psikoloji Yazıları, 15(29), 68-82.
  • Doğan, A. (2010). Ekolojik sistemler kuramı çerçevesinde akran zorbalığının incelenmesi. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 17, 149-162.
  • Efobi, A. & Nwokolo, C. (2014). Relationship between parenting styles and tendency to bullying behaviour among adolescents. Journal of Education & Human Development, 3(1), 507-521.
  • Ekşisu, M. (2014). The relationship between bullying, family functions and perceived social support among high school students. Procedia - Social and Behavioral Sciences, 59, 492-496.
  • Erginöz, E., Alikaşifoğlu, M., Ercan, O., Uysal Ö., Alp Z., Ocak S. & ark. (2015). The role of parental, school and peer factors in adolescent bullying ınvolvement: results from the turkish hbsc 2005/2006 study. Asia-Pacific Journal of Public Health, 27(2), 1591-1602.
  • Fekkes, M., Pijpers FI. & Vanhorick, SP. (2005). Bullying: who does what, when and where? Involvement of children, teachers and parents in bullying behaviour. Health Education Research, 20(1), 81-91.
  • Georgiou, NS. (2008). Parental style and child bullying and victimization experiences at school. Social Psychology of Education, 11, 213-227.
  • Gökler, R. (2009). Okullarda akran zorbalığı. Uluslararası İnsan Bilimleri Dergisi, 6(2), 511- 537.
  • Gültekin, Z. & Sayıl, M. (2005). Akran zorbalığını belirleme ölçeği geliştirme çalışması. Türk Psikoloji Dergisi, 15, 47-61.
  • Hassan, CN. (2015). Relationship between bully’s behaviour and parenting styles amongst elementary school students. International Journal of Education and Training, 1(1), 1-12.
  • Hoover, RL. (2005). A methodological study of family and personalty variables associated with discrimination and bullying. Phd Dissertation, Universty of Cincinati, USA.
  • Jansen, P., Verlinden, M., Berkel, A., Mielo OC., Ende J., Veenstra R. & ark. (2012). Prevalence of bullying and victimization among children in early elementary school: do family and school neighbourhood socioeconomic status matter? BMC Public Health, 12 (494), 1-10.
  • Karataş, H. & Öztürk, C. (2009). Sosyal bilişsel teori ile zorbalığa yaklaşım. Dokuz Eylül Üniversitesi Hemşirelik Yüksekokulu Elektronik Dergisi, 2, 61-74.
  • Kaynar, D. & Yıldız S. (2003). Çocuklardaki travmatik kazalar ile annelerin çocuk yetiştirme tutumları arasındaki ilişki. Florance Nightengale Hemşirelik Dergisi, 51, 3-24.
  • Kılınç, EF. (2016). Çocuk yetiştirme tutum ölçeğinin geliştirilmesi- geçerlik ve güvenirlik çalışması. AİBÜ Sosyal Bilimler Enstitüsü Dergisi, 16(1), 199-222.
  • Le Compte, G., Le Compte, A. & Özer, S. (1978). Üç sosyoekonomik düzeyde ankaralı annelerin çocuk yetiştirme tutumları. Türk Psikoloji Dergisi, 1, 5-8.
  • Mynard, H. & Joseph, S. (2000). Development of the Multi Dimensional Peer Victimization Scale. Aggressive Behavior, 26, 169–178.
  • Olweus, D. (1993). Bullying at school: what we know and what we can do. Journal of Child Psycology and Psyciatry, 35, 1171-1190.
  • Ortiz, OG., Romera, EM. & Ruiz, RO. (2016). Parenting styles and bullying. The mediating role of parental psychological aggression and physical punishment. Child Abuse & Neglect, 51, 132-143.
  • Papanikolaou, M., Chatzikosma, T. & Kleio, K. (2011). Bullying at School: The role of family. Social and Behavioral Sciences 29, 433 – 442.
  • Salehi, S., Patel, A., Taghavı, M. & Pooravarı, M. (2016). Primary school teachers and parents perception of peer bullying among children in Iran: A qualitative study. Journal Psychiatry Behaviour Science, 10(3), 1865-1873.
  • Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behaviour, 15, 112-120.
  • Schaefer, ES. & Bell, RQ. (1958). Development of a parental attitude research ınstrument. Child Development, 29, 339-361.
  • Smokowski, PR. & Kopasz, KH. (2005). Bullying in school: an overview of types, effects, family characteristics, and intervention strategies. Children and School, 27(2), 101-110.
  • Spiriggs, A., Lannotti, R., Nansel, T. & Haynie, D. (2007). Adolescent bullying ınvolvement and perceived family, peer and school relations: commonalities and differences across race/ethnicity. Journal Adolescent Health, 41(3), 283-293.
  • Şanlı, D. & Öztürk, C. (2012). Annelerin Çocuk Yetiştirme Tutumlarını Etkileyen Etmenlerin İncelenmesi. Buca Eğitim Fakültesi Dergisi, 32, 31-48.
  • Wolke, D. & Skew, AJ. (2012). Family factors, bullying victimization and wellbeing in adolecsents. Longitudinal and Life Course Studies, 3(1), 101-119.

Determination of the Relation Between Peer Bullying in Adolescents and Child Rearing Attitudes of Parents

Year 2018, Volume: 6 Issue: 3, 129 - 140, 01.01.2018

Abstract

Parental attitude is a big issue in the development of the child. During adolescence, where the development of personality begins, children will start to shape their own personality by taking their parents role model and will lead relations in this direction. The aim of this study is to investigate the relationship between the peer victimization and parental attitudes in bringing up children. This study was conducted with students from three different secondary schools and their parents in the province of Erzurum, Turkey. The data ware collected using a questionnaire, the Peer Victimization Scale and the Family Life and Parenting Attitude Scale. In the analysis of the data, percentiles, means, one way ANOVA, Post Hoc Bonferroni, Sidak test, and Pearson correlation analysis were used. 8% of students were victim, 7% were persecutor, 8% were both victim and persecutor and 77% were not involved in bullying. It was determined that the students who had overprotective families and parental incompatibility became victims of bullying. Despite the strict discipline sub-scale did not differ statistically between the groups, it was found that both the bully and victim students had been exposed to more strict discipline. When the relationship between child-rearing attitude scale and peer victimization scale was investigated, it was determined that there was a decrease in total score of bullies as the protectiveness sub-scale score increases. As the subscale of incompetence increased, the scores of the students who were exposed to the bullying increased. It was determined that some parameters in child-rearing attitude affect the roles in the bullying cycle

References

  • Ahmed, E. & Braıthwaıte, V. (2004). When tax collectors become collectors for child support and student loans. Jeopardizingor Protecting The Revenue Base, 3, 303-326.
  • Albayrak, S., Yıldız, A. & Erol, S. (2012). The effect of peer bullying education on adolescents’ knowledge, attitudes and behaviours towards bullying. Procedia-Social and Behavioral Sciences, 46, 4620-4625.
  • Arslan, S., Savaşer, S. & Yazgan, Y. (2011). Prevalence of bullying in high school students in turkey and the roles of socio-culturel of demographic factors in the bullying cycle. Indian Journal Pediatr, 78(8), 987-992.
  • Arslan, S., & Savaşer, S. (2012). Effect Of High School Students’ Selfconcept and Family Relationships On Peer Bullying. Revista Brasileira Em Promoção Da Saşde, 25(4), 405-412.
  • Ayas, T. & Pişkin, M. (2015). Akran zorbalığı belirleme ölçeği ergen formu. Uluslararası Hakemli Sosyal Bilimler E-Dergisi, 50, 316-324.
  • Aydın, A. & Yamaç, A. (2014). The Relations Between the Acceptance and ChildRearing Attitudes of Parents Of Children With Mental Disabilities. Eurasian Journal of Educational Research, Issue 54, 79-98.
  • Ayyıldız, T. (2005). Zonguldak İl Merkezinde 0-6 Yaş Çocuğu Olan Annelerin Çocuk Yetiştirme Tutumları. Yayınlanmamış Yüksek Lisans Tezi, Zonguldak Karaelmas Üniversitesi, Sosyal Bilimleri Enstitüsü, Zonguldak.
  • Burnukara, P. & Uçanok, Z. (2012). İlk ve orta ergenlikte akran zorbalığı: Gerçekleştiği yerler ve baş etme yolları. Türk Psikoloji Yazıları, 15(29), 68-82.
  • Doğan, A. (2010). Ekolojik sistemler kuramı çerçevesinde akran zorbalığının incelenmesi. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 17, 149-162.
  • Efobi, A. & Nwokolo, C. (2014). Relationship between parenting styles and tendency to bullying behaviour among adolescents. Journal of Education & Human Development, 3(1), 507-521.
  • Ekşisu, M. (2014). The relationship between bullying, family functions and perceived social support among high school students. Procedia - Social and Behavioral Sciences, 59, 492-496.
  • Erginöz, E., Alikaşifoğlu, M., Ercan, O., Uysal Ö., Alp Z., Ocak S. & ark. (2015). The role of parental, school and peer factors in adolescent bullying ınvolvement: results from the turkish hbsc 2005/2006 study. Asia-Pacific Journal of Public Health, 27(2), 1591-1602.
  • Fekkes, M., Pijpers FI. & Vanhorick, SP. (2005). Bullying: who does what, when and where? Involvement of children, teachers and parents in bullying behaviour. Health Education Research, 20(1), 81-91.
  • Georgiou, NS. (2008). Parental style and child bullying and victimization experiences at school. Social Psychology of Education, 11, 213-227.
  • Gökler, R. (2009). Okullarda akran zorbalığı. Uluslararası İnsan Bilimleri Dergisi, 6(2), 511- 537.
  • Gültekin, Z. & Sayıl, M. (2005). Akran zorbalığını belirleme ölçeği geliştirme çalışması. Türk Psikoloji Dergisi, 15, 47-61.
  • Hassan, CN. (2015). Relationship between bully’s behaviour and parenting styles amongst elementary school students. International Journal of Education and Training, 1(1), 1-12.
  • Hoover, RL. (2005). A methodological study of family and personalty variables associated with discrimination and bullying. Phd Dissertation, Universty of Cincinati, USA.
  • Jansen, P., Verlinden, M., Berkel, A., Mielo OC., Ende J., Veenstra R. & ark. (2012). Prevalence of bullying and victimization among children in early elementary school: do family and school neighbourhood socioeconomic status matter? BMC Public Health, 12 (494), 1-10.
  • Karataş, H. & Öztürk, C. (2009). Sosyal bilişsel teori ile zorbalığa yaklaşım. Dokuz Eylül Üniversitesi Hemşirelik Yüksekokulu Elektronik Dergisi, 2, 61-74.
  • Kaynar, D. & Yıldız S. (2003). Çocuklardaki travmatik kazalar ile annelerin çocuk yetiştirme tutumları arasındaki ilişki. Florance Nightengale Hemşirelik Dergisi, 51, 3-24.
  • Kılınç, EF. (2016). Çocuk yetiştirme tutum ölçeğinin geliştirilmesi- geçerlik ve güvenirlik çalışması. AİBÜ Sosyal Bilimler Enstitüsü Dergisi, 16(1), 199-222.
  • Le Compte, G., Le Compte, A. & Özer, S. (1978). Üç sosyoekonomik düzeyde ankaralı annelerin çocuk yetiştirme tutumları. Türk Psikoloji Dergisi, 1, 5-8.
  • Mynard, H. & Joseph, S. (2000). Development of the Multi Dimensional Peer Victimization Scale. Aggressive Behavior, 26, 169–178.
  • Olweus, D. (1993). Bullying at school: what we know and what we can do. Journal of Child Psycology and Psyciatry, 35, 1171-1190.
  • Ortiz, OG., Romera, EM. & Ruiz, RO. (2016). Parenting styles and bullying. The mediating role of parental psychological aggression and physical punishment. Child Abuse & Neglect, 51, 132-143.
  • Papanikolaou, M., Chatzikosma, T. & Kleio, K. (2011). Bullying at School: The role of family. Social and Behavioral Sciences 29, 433 – 442.
  • Salehi, S., Patel, A., Taghavı, M. & Pooravarı, M. (2016). Primary school teachers and parents perception of peer bullying among children in Iran: A qualitative study. Journal Psychiatry Behaviour Science, 10(3), 1865-1873.
  • Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behaviour, 15, 112-120.
  • Schaefer, ES. & Bell, RQ. (1958). Development of a parental attitude research ınstrument. Child Development, 29, 339-361.
  • Smokowski, PR. & Kopasz, KH. (2005). Bullying in school: an overview of types, effects, family characteristics, and intervention strategies. Children and School, 27(2), 101-110.
  • Spiriggs, A., Lannotti, R., Nansel, T. & Haynie, D. (2007). Adolescent bullying ınvolvement and perceived family, peer and school relations: commonalities and differences across race/ethnicity. Journal Adolescent Health, 41(3), 283-293.
  • Şanlı, D. & Öztürk, C. (2012). Annelerin Çocuk Yetiştirme Tutumlarını Etkileyen Etmenlerin İncelenmesi. Buca Eğitim Fakültesi Dergisi, 32, 31-48.
  • Wolke, D. & Skew, AJ. (2012). Family factors, bullying victimization and wellbeing in adolecsents. Longitudinal and Life Course Studies, 3(1), 101-119.
There are 34 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Gülsün Ayran This is me

Ayda Çelebioğlu This is me

Publication Date January 1, 2018
Published in Issue Year 2018 Volume: 6 Issue: 3

Cite

IEEE G. Ayran and A. Çelebioğlu, “Ergenlerde Akran Zorbalığı İle Ebeveynlerin Çocuk Yetiştirme Tutumu Arasındaki İlişkinin Belirlenmesi”, Researcher, vol. 6, no. 3, pp. 129–140, 2018.

The journal "Researcher: Social Sciences Studies" (RSSS), which started its publication life in 2013, continues its activities under the name of "Researcher" as of August 2020, under Ankara Bilim University.
It is an internationally indexed, nationally refereed, scientific and electronic journal that publishes original research articles aiming to contribute to the fields of Engineering and Science in 2021 and beyond.
The journal is published twice a year, except for special issues.
Candidate articles submitted for publication in the journal can be written in Turkish and English. Articles submitted to the journal must not have been previously published in another journal or sent to another journal for publication.