Türk Eğitim Bilimleri Dergisi 2459-1912 Gazi University 10.37217/tebd.1697188 School Counseling Psychological Counseling and Guidance (Other) Okul Psikolojik Danışmanlığı Rehberlik ve Psikolojik Danışmanlık (Diğer) Are Students Who Are Cyber-Aggressive and Highly Sensitive to Punishment at Risk of School Burnout? Siber Saldırgan ve Ceza Hassasiyeti Yüksek Öğrenciler Okul Tükenmişliği Riski Altında Mı? https://orcid.org/0000-0001-5292-4270 Aypay Ayse ESKİŞEHİR OSMANGAZİ ÜNİVERSİTESİ https://orcid.org/0000-0003-4910-2510 Altınsoy Fatma ESKİŞEHİR OSMANGAZİ ÜNİVERSİTESİ Advanced Online Publication 250 274 05 11 2025 10 06 2025 Copyright © 2003, The Journal of Turkish Educational Sciences 2003 The Journal of Turkish Educational Sciences

The purpose of this study is to examine whether secondary school students' cyber aggression and punishment sensitivity are significant predictors of school burnout. The second objective of the research is to adapt the Cyber Aggression Typology Scale to Turkish culture. The study was conducted within the framework of quantitative research design. Within the scope of the study, Confirmatory Factor Analysis was conducted for the adaptation of the Cyber Aggression Typology Scale to Turkish culture, and the analysis was conducted on the data of 227 participants. In order to examine the relationships between the relevant variables, the data of 167 participants obtained from a different sample group were used. The research was conducted on secondary school students aged between 10 and 14 years. The data collected using the Cyber Aggression Typology Scale, the School Burnout Scale for Secondary School Students, and the Sensitivity to Punishment in Academic Context Scale for Secondary School Students were evaluated using Multiple Linear Regression Analysis. It was found that the control-enthusiastic sub-dimension of cyber-aggression and the punishment sensitivity sub-dimensions of the punishment ıntimidation and negative attitude towards punishment contexts predicted school burnout positively and significantly. The findings were discussed in line with the literature, and some suggestions were presented.

Bu araştırmanın amacı, ortaokul öğrencilerinin siber saldırganlık ve ceza hassasiyetinin okul tükenmişliğinin anlamlı bir yordayıcısı olup olmadığını incelemektir. Araştırmanın ikinci amacı ise Siber Saldırganlık Tipolojisi Ölçeği’nin Türk kültürüne uyarlanmasıdır. Araştırma, nicel araştırma deseni çerçevesinde yürütülmüştür. Çalışma kapsamında, Siber Saldırganlık Tipolojisi Ölçeği’nin Türk kültürüne uyarlanmasına yönelik Doğrulayıcı Faktör Analizi gerçekleştirilmiş ve analiz 227 katılımcının verileri üzerinden yapılmıştır. İlgili değişkenler arasındaki ilişkileri incelemek amacıyla farklı bir örneklem grubundan elde edilen 167 katılımcının verileri kullanılmıştır. Araştırma yaşları 10-14 aralığında olan ortaokul öğrencileri üzerinde gerçekleştirilmiştir. Siber Saldırganlık Tipolojisi Ölçeği, İlköğretim II. Kademe Öğrencileri için Okul Tükenmişliği Ölçeği ve Ortaokul Öğrencileri için Akademik Bağlamda Ceza Hassasiyeti Ölçeği aracılığıyla toplanan veriler, Çoklu Doğrusal Regresyon Analizi tekniği kullanılarak değerlendirilmiştir. Siber saldırganlığın kontrol-iştahlı alt boyutu ile ceza hassasiyetinin ise cezadan ötürü ketlenme ve ceza bağlamlarına karşı olumsuz tutum alt boyutlarının okul tükenmişliğini pozitif yönde anlamlı düzeyde yordadığı tespit edilmiştir. Bulgular alanyazın doğrultusunda tartışılmış ve bazı öneriler sunulmuştur.

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