Temel Eğitimde Empati ve Akran Zorbalığı İlişkisi: Bilişsel ve Duygusal Empatiye Yönelik Meta-Analiz

Abstract

Bu araştırmanın amacı, temel eğitim düzeyinde eğitim gören öğrencilerin empati düzeyleri ile akran zorbalığı yapma davranışları arasındaki ilişkiyi meta-analiz yöntemiyle incelemektir. Bu doğrultuda genel empati, bilişsel empati ve duygusal empati olmak üzere üç ayrı analiz gerçekleştirilmiştir. Araştırma kapsamında Google Scholar, Scopus ve Web of Science veri tabanlarında yer alan çalışmalar sistematik olarak taranmış ve belirlenen dahil edilme kriterlerini karşılayan araştırmalar meta-analize dahil edilmiştir. Analizlerde rastgele etkiler modeli kullanılmıştır. Bulgular, genel empati ile akran zorbalığı arasında negatif yönlü ve anlamlı bir ilişkinin bulunduğunu göstermiştir. Benzer şekilde bilişsel empati ve duygusal empati ile akran zorbalığı davranışı arasında da negatif yönlü ve anlamlı ilişkiler tespit edilmiştir. Bununla birlikte analizlerde yüksek düzeyde heterojenlik tespit edilmiştir. Araştırma sonuçları, öğrencilerin empati seviyelerinin geliştirilmesinin akran zorbalığını önlemeye yönelik müdahale programlarında önemli bir rol oynayabileceğine işaret etmektedir.

Keywords

• Empati
• Akran Zorbalığı
• Bilişsel Empati
• Duygusal Empati
• Temel Eğitim

The Relationship Between Empathy and Peer Bullying Among Primary and Middle School Students: A Meta-Analysis of Cognitive and Affective Empathy

Abstract

The aim of this study is to examine the relationship between empathy levels and bullying perpetration behaviors among primary education students through meta-analysis. In this context, three separate analyses were conducted for general empathy, cognitive empathy, and affective empathy. Studies indexed in Google Scholar, Scopus, and Web of Science were systematically reviewed, and those which meet the inclusion criteria were included in the meta-analysis. A random-effects model was employed in all analyses. The findings showed a significant negative relationship between general empathy and bullying perpetration. Similarly, both cognitive empathy and affective empathy were found to be negatively and significantly associated with bullying behavior. However, a high level of heterogeneity was observed across the analyses. The findings suggest that improving empathic skills may play an important role in intervention programs aimed at preventing bullying behaviors among students.

Keywords

• Empathy
• Peer Bullying
• Cognitive Empathy
• Affective Empathy
• Primary Education

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