Ortaokul Öğrencilerinde Aile İçi Şiddet ve Akran Zorbalığının Boyutsal İlişkileri

Abstract

Bu araştırmanın amacı, ortaokul öğrencilerinde algılanan aile içi şiddetin alt boyutları ile akran zorbalığının farklı biçimleri arasındaki ilişkileri incelemektir. İlişkisel tarama modelinde yürütülen araştırmanın çalışma grubunu, 2023-2024 eğitim-öğretim yılında İstanbul’un Küçükçekmece ve Büyükçekmece ilçelerindeki beş ortaokulda öğrenim gören 778 öğrenci oluşturmuştur. Veriler, Ortaöğretim Öğrencilerine Yönelik Aile İçi Şiddet Ölçeği ve Akran Zorbalığı Belirleme Ölçeği ile toplanmış, Pearson korelasyon analiziyle incelenmiştir. Katılımcıların 391’i kız, 387’si erkek olup yaşları 12 ile 15 arasında değişmektedir. Bulgular, zorbalığa maruz kalmanın fiziksel, ekonomik ve özellikle sözel/psikolojik aile içi şiddetle pozitif ilişkili olduğunu göstermiştir. Zorbalık davranışında bulunmada da en güçlü ilişki sözel/psikolojik şiddetle saptanmıştır. Toplam aile içi şiddet, mağduriyet biçimleri içinde en güçlü fiziksel ve sözel zorbalığa maruz kalma; zorbalık davranışları içinde ise fiziksel ve sözel zorbalıkla ilişkili bulunmuştur. Sonuçlar, aile içi şiddet ile akran zorbalığı ilişkisinin boyutlara göre farklılaştığını ve okul temelli değerlendirmelerde aile bağlamının dikkate alınması gerektiğini göstermektedir.

Keywords

• Aile içi şiddet
• Akran zorbalığı
• Sözel şiddet
• Zorbalık mağduriyeti
• Ortaokul öğrencileri

Supporting Institution

Bu çalışma herhangi bir kurum veya kuruluş tarafından finansal olarak desteklenmemiştir.

Ethical Statement

Bu araştırma için İstanbul Sabahattin Zaim Üniversitesi Etik Kurulu’nun 22.12.2023 tarihli ve 2023/08 sayılı kararıyla etik onay alınmıştır. Araştırmanın okullarda uygulanabilmesi için ilgili Millî Eğitim Müdürlüğünden gerekli izinler alınmıştır. Katılım gönüllülük esasına dayalı yürütülmüş; öğrenciler ve veliler araştırma hakkında bilgilendirilmiş ve gerekli veli onamı alınmıştır.

Dimensional Associations Between Domestic Violence and Peer Bullying Among Middle School Students

Abstract

This study examined the associations between dimensions of perceived domestic violence and different forms of peer bullying among middle school students. Using a correlational survey design, the study included 778 students attending five middle schools in the Küçükçekmece and Büyükçekmece districts of Istanbul during the 2023-2024 academic year. Data were collected using the Domestic Violence Scale for Secondary School Students and the Peer Bullying Identification Scale and analyzed with Pearson correlations. The sample included 391 girls and 387 boys aged 12 to 15 years. Bullying victimization was positively associated with physical, economic, and especially verbal/psychological domestic violence. The strongest association with bullying perpetration was also found for verbal/psychological violence. Total domestic violence was most strongly associated with physical and verbal victimization and with physical and verbal bullying perpetration. The findings indicate that domestic violence and peer bullying are associated differently across dimensions and highlight the importance of considering family context in school-based assessments.

Keywords

• Domestic violence
• Peer bullying
• Verbal violence
• Bullying victimization
• Middle school students

Supporting Institution

This study did not receive financial support from any institution or organization.

Ethical Statement

Ethical approval for this study was obtained from the Ethics Committee of Istanbul Sabahattin Zaim University on December 22, 2023, with decision no. 2023/08. The necessary permission to conduct the study in schools was obtained from the relevant Directorate of National Education. Participation was voluntary; students and their parents were informed about the study, and parental consent was obtained.

References

1. Ayas, T., & Pişkin, M. (2015). Akran zorbalığı belirleme ölçeği ergen formu. Akademik Bakış Uluslararası Hakemli Sosyal Bilimler Dergisi, (50), 316–324.
2. Baldry, A. C. (2003). Bullying in schools and exposure to domestic violence in Italy. Child Abuse & Neglect, 27(7), 713–732. https://doi.org/10.1016/S0145-2134(03)00114-5.
3. Bandura, A. (1977). Social learning theory. Prentice Hall.
4. Boboyi, A., & Masilo, D. T. (2025). A call for inclusion of parents and guardians in a school-based bullying intervention. Gender and Behaviour, 22(3), 22955–22962. https://doi.org/10.4314/gab.v22i3.8.
5. Chu, X., & Chen, Z. (2025). The associations between parenting and bullying among children and adolescents: A systematic review and meta-analysis. Journal of Youth and Adolescence, 54(4), 928–954. https://doi.org/10.1007/s10964-024-02108-1.
6. Eyuboglu, D., Eyuboglu, M., Oktar, D., Caliskan Pala, S., Demirtas, Z., Arslantas, D., & Unsal, A. (2025). Risk factors and correlates of school bullying and cyberbullying among Turkish adolescents: Evidence from a school-based cross-sectional study. Alpha Psychiatry, 26(2), 38859. https://doi.org/10.31083/AP38859.
7. Grama, D. I., Georgescu, R. D., Coşa, I. M., & Dobrean, A. (2024). Parental risk and protective factors associated with bullying victimization in children and adolescents: A systematic review and meta-analysis. Clinical Child and Family Psychology Review, 27(3), 627–657. https://doi.org/10.1007/s10567-024-00473-8.
8. Jang, H., Son, H., Subramanian, S. V., & Kim, J. (2024). The spillover of violence: The gendered relationship between parental physical violence and peers’ bullying victimization. Children and Youth Services Review, 166, 107978. https://doi.org/10.1016/j.childyouth.2024.107978.

9. Karasar, N. (2017). Bilimsel araştırma yöntemi (32nd ed.). Nobel Yayıncılık.
10. Li, J., Huebner, E. S., & Tian, L. (2024). Linking childhood maltreatment to cyberbullying perpetration and victimization: A systematic review and multilevel meta-analysis. Computers in Human Behavior, 156, 108199. https://doi.org/10.1016/j.chb.2024.108199.
11. Lin, J., Sun, Y., Qu, D., Ye, W., Da, L., Wu, W., Li, S., Chen, R., Xi, Y., & An, J. (2025). The risk and impact of family violence on the intergenerational transmission of school bullying among Chinese children and adolescents. Child Abuse & Neglect, 169(107673), 1–10. https://doi.org/10.1016/j.chiabu.2025.107673.
12. Lök, N., Başoğul, C., & Öncel, S. (2016). Aile içi şiddetin çocuk üzerindeki etkileri ve psikososyal desteğin önemi. Psikiyatride Güncel Yaklaşımlar, 8(2), 155–161. https://doi.org/10.18863/pgy.05252.
13. Merrin, G. J., Wang, J. H., Kiefer, S. M., Jackson, J. L., Pascarella, L. A., Huckaby, P. L., Blake, C. L., Gomez, M. D., & Smith, N. D. W. (2024). Adverse childhood experiences and bullying during adolescence: A systematic literature review of two decades. Adolescent Research Review, 9(3), 513–541. https://doi.org/10.1007/s40894-023-00229-5.
14. Obioha, W. C., Obi, C. J., Nnamani, K. E., Chima, U. E., Mefoh, P. C., Okoye, K. M., & Anozie, E. U. (2024). Interparental violence and school bullying among nigerian adolescents: Moderating role of psychological resilience. Child Protection and Practice, 1, 100010. https://doi.org/10.1016/j.chipro.2024.100010.
15. Olweus, D. (1993). Bullying at school: What we know and what we can do. Blackwell.
16. Özcan, Ö., Kocabacak, O., & Kolcu, M. (2024). Peer bullying tendencies of school children: The role of demographic, health-related, and school-related factors. Journal of Pediatric Nursing, 78, 31–36. https://doi.org/10.1016/j.pedn.2024.05.031.
17. Özer, A., & Haspolat, N. K. (2024). The prediction of peer bullying in adolescents by individual and environmental variables. International Journal of Turkish Education Sciences, 12(2), 649–681. https://doi.org/10.46778/goputeb.1399474.
18. Schwartz, D., Dodge, K. A., Pettit, G. S., & Bates, J. E. (1997). The early socialization of aggressive victims of bullying. Child Development, 68(4), 665–675. https://doi.org/10.1111/j.1467-8624.1997.tb04228.x.
19. Top, I., & Ünal, B. (2024). Peer bullying in adolescents and related factors. Turkish Journal of Public Health, 22(1), 23–34. https://doi.org/10.20518/tjph.1272583.
20. Trompeter, N., Testa, A., Raney, J. H., Jackson, D. B., Al-Shoaibi, A. A. A., Ganson, K. T., Shao, I. Y., & Nagata, J. M. (2024). The association between adverse childhood experiences (aces), bullying victimization, and internalizing and externalizing problems among early adolescents: Examining cumulative and interactive associations. Journal of Youth and Adolescence, 53(3), 744–752. https://doi.org/10.1007/s10964-023-01907-2.
21. Wang, J. H., Merrin, G. J., Kiefer, S. M., Jackson, J. L., Pascarella, L. A., Huckaby, P. L., Blake, C. L., Gomez, M. D., & Smith, N. D. W. (2024). Peer relations of adolescents with adverse childhood experiences: A systematic literature review of two decades. Adolescent Research Review, 9(3), 477–512. https://doi.org/10.1007/s40894-023-00226-8.
22. Wang, R., Zhang, L., Jin, M., Zhao, M., Zhao, Z., Zhang, Y., & Li, L. (2025). The relationship between childhood abuse and bullying victimization: A three-level meta-analysis. Trauma, Violence, & Abuse, 27(4), 1201–1217. https://doi.org/10.1177/15248380251343182.
23. Ying, H., & Han, Y. (2024). How childhood psychological abuse affects adolescent cyberbullying: The chain mediating role of self-efficacy and psychological resilience. PLOS ONE, 19(9), e0309959. https://doi.org/10.1371/journal.pone.0309959.
24. Yıldırım, İ., & Kızmaz, Z. (2018). Ortaöğretim öğrencilerine yönelik aile içi şiddet ölçeği: Geçerlik ve güvenirlik çalışması. Şarkiyat, 10(3), 1135–1153. https://doi.org/10.26791/sarkiat.435037.
25. Zhang, J., Duan, X., Yan, Y., Tan, Y., Wu, T., Xie, Y., Yang, B. X., Luo, D., & Liu, L. (2024a). Family functioning and adolescent mental health: The mediating role of bullying victimization and resilience. Behavioral Sciences, 14(8), 664. https://doi.org/10.3390/bs14080664.
26. Zhang, Z., Chen, Q., & Chan, K. L. (2026). Association between child maltreatment and children’s bullying perpetration: A meta-analysis. Trauma, Violence, & Abuse, 0(0), 1–17. https://doi.org/10.1177/15248380261462173.
27. Zhang, Z., Liu, S., Li, X., & Xiang, Y. (2024b). Child maltreatment predicts bullying/victimization through personality solidification: A weekly diary study. Child Abuse & Neglect, 157, 107051. https://doi.org/10.1016/j.chiabu.2024.107051.