TY - JOUR T1 - SİBER ZORBALIK ÜÇGENİNDE SEYİRCİNİN ROLÜ: ÜNİVERSİTE ÖĞRENCİLERİ ÜZERİNE BİR ARAŞTIRMA TT - The Role of the Bystander in the Cyberbullying Triangle: A Study on University Students AU - Yarpuz, Banu İlayda AU - Danış, Mehmet Zafer PY - 2025 DA - November Y2 - 2025 JF - Cumhuriyet Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi JO - CUJOSS PB - Sivas Cumhuriyet Üniversitesi WT - DergiPark SN - 1305-5143 SP - 287 EP - 296 VL - 49 IS - 3 LA - tr AB - Bu araştırma, dijital çağın en yaygın psiko-sosyal sorunlarından biri olan siber zorbalığı, geleneksel zorba-mağdur diyalektiğinin ötesinde, “siber zorbalık üçgeni” (zorba, mağdur, seyirci) modeli çerçevesinde incelemektedir. Çalışmanın temel amacı, literatürde sıklıkla pasif bir gözlemci olarak konumlandırılan siber seyircinin, bu dinamikteki çok boyutlu ve aktif rolünü aydınlatmaktır. İlişkisel tarama desenine göre yapılandırılan araştırmanın örneklemini, Sakarya Üniversitesi’nde öğrenim gören 377 (%52 erkek, %48 kadın) üniversite öğrencisi oluşturmaktadır. Veriler, demografik bilgi formu ve Özdemir ve Bektaş (2021) tarafından geliştirilen “Siber Zorbalık Üçgeni Ölçeği” aracılığıyla toplanmıştır. Verilerin analizinde Bağımsız Örneklemler t-Testi ve Tek Yönlü Varyans Analizi (ANOVA) gibi parametrik testlerden yararlanılmıştır. Araştırma bulguları, erkek öğrencilerin siber zorbalık yapma eğilimlerinin kadın öğrencilere kıyasla istatistiksel olarak anlamlı düzeyde daha yüksek olduğunu göstermektedir (p <0,05). Çalışmanın en dikkat çekici bulgusu, siber zorbalık olaylarına tanıklık eden (siber seyirci) öğrencilerin, tanıklık etmeyenlere göre hem siber zorbalık yapma hem de siber mağduriyet yaşama puanlarının anlamlı derecede daha yüksek olduğunun tespit edilmesidir (p <0,05). Bu sonuç, siber seyircinin tarafsız bir gözlemci konumunda olmadığını, bilakis zorbalık döngüsünün içinde aktif olarak yer alan hem fail hem de mağdur olma potansiyeli taşıyan kilit bir role sahip olduğunu göstermektedir. Bu bağlamda, önleyici ve müdahaleye yönelik programların yalnızca zorba ve mağdurlara değil, özellikle seyircilerin bilinçlendirilmesi, güçlendirilmesi ve prososyal müdahaleye teşvik edilmesine odaklanması gerektiği sonucuna varılmıştır. KW - siber zorbalık KW - siber seyirci KW - siber zorbalık üçgeni KW - empati KW - dijital vatandaşlık N2 - This study examines cyberbullying—one of the most prevalent psycho-social issues of the digital age—beyond the traditional bully–victim dichotomy, within the framework of the “cyberbullying triangle” (bully, victim, bystander) model. The primary aim is to shed light on the multidimensional and active role of the cyber bystander, who is often positioned in the literature as a passive observer. The research was designed using a correlational survey model, and the sample consisted of 377 undergraduate students (%52 male, %48 female) enrolled at Sakarya University. Data were collected through a demographic information form and the “Cyberbullying Triangle Scale” developed by Özdemir and Bektaş (2021). Parametric statistical tests, including Independent Samples t-Test and One-Way Analysis of Variance (ANOVA), were employed for data analysis. Findings indicate that male students’ tendency to engage in cyberbullying is statistically significantly higher than that of female students (p <0.05). The most noteworthy result of the study is that students who witnessed cyberbullying incidents (cyber bystanders) scored significantly higher on both cyberbullying perpetration and cyber victimization compared to those who did not witness such incidents (p <0.05). This result demonstrates that cyber bystanders are not neutral observers but hold a key role within the bullying cycle, with the potential to act as both perpetrators and victims. In this context, it is concluded that preventive and intervention programs should not only focus on bullies and victims but also prioritize raising awareness, empowering bystanders, and encouraging prosocial intervention behaviors. CR - Akdeniz, B., & Doğan, A. (2024). Cyberbullying: Definition, prevalence, effects, risk and protective factors. Psikiyatride Güncel Yaklaşımlar, 16(3), 425–438. https://doi.org/10.18863/pgy.1325195 CR - Alcántar-Nieblas, C., Valdés-Cuervo, A. A., Parra-Pérez, L. G., Álvarez-Montero, F. J., & García-Vázquez, F. I. (2024). Psychometric properties of the Styles of Bystander Defender Intervention Scale in cyberbullying: Its relationships with moral identity and cyberbullying. Revista Colombiana de Psicología, 33(1), 29–46. https://doi.org/10.15446/rcp.v33n1.105145 CR - Awad, M. 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