Ortaokul Öğrencilerinde Siber Zorbalık/Mağduriyetle Duygusal Zekâ arasındaki ilişkide İnternet Oyun Oynama Bozukluğunun Aracı Rolü

Yıl 2021, , 217 - 238, 31.12.2021

Seyhan Bekir , İsmail Kuşci , Nuran Bayram Arlı

https://doi.org/10.53568/yyusbed.1052434

Cited By: 1

Öz

Bu araştırma ortaokul öğrencilerinde siber zorbalık/mağduriyetin, duygusal zekâya etkisinde; internet oyun oynama bozukluğunun aracı rolünü belirlemek amacıyla yapılmıştır. Araştırmanın çalışma grubu, 147`si erkek, 125'ü kız öğrenciden olmak üzere 272 ortaokul öğrencisinden oluşmaktadır. Bu öğrencilerin 45’i 5.Sınıf, 82’si 6.Sınıf, 61’i 7.Sınıf ve 84’ü 8.sınıf öğrencisidir. Çalışmanın verileri İnternet Oyun Oynama Bozukluğu Ölçeği, Bar-On Duygusal Zekâ Ölçeği Çocuk ve Ergen Formu ve Yenilenmiş Siber Zorbalık/Mağduriyet Envanteri-II ile toplanmıştır. Araştırmada örnekleme yöntemlerinden rassal olmayan örnekleme yöntemlerinden amaçsal örnekleme alt dalından oluşan ölçüt örnekleme yöntemi kullanılmıştır. Bu bağlamda araştırma verileri internette oyun oynayan ortaokul öğrencilerinden toplanmıştır. İnternet oyun oynama bozukluğu, siber zorbalık/mağduriyet ve duygusal zekâya ilişkin kurulan modelin test edilebilmesi için AMOS 16 kullanılmış olup Yol Analizi (Path Analysis) uygulanmıştır. Ayrıca değişkenlere ait korelasyonlar ve betimsel istatistikler SPSS 24 ile hesaplanmıştır. Araştırmada ele alınan değişkenler arasındaki ilişkiler Pearson Korelasyon katsayısı ile hesaplanmış, yordama düzeyleri ise Yol Analizi ile yapılmıştır. Ayrıca internet oyun oynama düzeyinin cinsiyete ve sınıf düzeylerine göre farklılaşıp farklılaşmadığı bağımsız örneklem t testi ile incelenmiştir.

Anahtar Kelimeler

İnternet oyun oynama bozukluğu, duygusal zekâ, siber zorbalık, siber mağduriyet

The Relationship between Cyber Bullying/Victimization and Emotional Intelligence in Secondary School Students: Mediator Role of Internet Gaming Disorder

Öz

This study was carried out with the aim of determining the intermediate role of Internet gaming disorder in the relationship between cyber bullying/victimization and emotional intelligence in secondary school students. The study group was composed of 272 secondary school students, 147 males and 125 females. 45 of them were the 5th grade, 82 of them were the 6th grade, 61 of them were the 7th grade and 84 of them were the 8th grade students. The data of the study was collected via the Internet Gaming Disorder Scale, the Bar-On Emotional Quotient Inventory Youth Version and the Revised Cyber Bullying/Victimization Inventory-II. In the study, the criterion sampling method, one of the sub-branches of the purposeful sampling method, one of the non-random sampling methods, was used. In this context, the research data was collected from the secondary school students playing Internet games. With the aim of testing the model related to the Internet gaming disorder, cyber bullying/victimization and emotional quotient, the AMOS 16 was used and the Path Analysis was applied. Moreover, the correlations and the descriptive statistics belonging to the variables were calculated via the SPSS 24 program. The relationships between the variables taken in hand in the study were calculated via the Pearson Correlation coefficient and the prediction levels were determined via the Path Analysis. Moreover, if the Internet gaming level differed according to gender and class level was examined via the independent samples t test.

Anahtar Kelimeler

Internet gaming disorder, emotional intelligence, cyber bullying, cyber victimization

Kaynakça

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