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Yıl 2025, Sayı: 30, 260 - 279, 29.10.2025
https://doi.org/10.29029/busbed.1700442

Öz

Kaynakça

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  • Bastiaensens, S., Vandebosch, H., Poels, K., Van Cleemput, K., DeSmet, A., & De Bourdeaudhuij, I. (2014). Cyberbullying on social network sites. An experimental study into bystanders’ behavioural intentions to help the victim or reinforce the bully. Computers in Human Behavior, 31, 259-271. https://doi.org/10.1016/j.chb.2013.10.036
  • Bauman, S., & Newman, M. L. (2013). Testing assumptions about cyberbullying: Perceived distress associated with acts of conventional and cyber bullying, Psychology of Violence, 3, 27-38. https://doi.org/10.1037/a0029867
  • Beavon, E., Jenkins, L., Bradley, M., & Verma, K. (2024). Understanding adolescents’ bystander intervention in cyberbullying. Contemporary School Psychology, 28(2), 270-281. https://doi.org/10.1007/s40688-022-00437-1 Betancourt, J. A., Cerón, C. A., & Ramírez Marroquín, A. (2013). Matoneo virtual en lasredes sociales de amistad en internet. Revista Magistro, 7, 151-178.
  • Büyüköztürk, Ş. (2016). Sosyal bilimler için veri analizi el kitabı. (22. bs).Pegem Akademi.
  • Camacho, S., Hassanein, K., & Head, M. (2018). Cyberbullying impacts on victims’ satisfaction with information and communication technologies: The role of perceived cyberbullying severity. Information & Management, 55(4), 494-507. https://doi.org/10.1016/j.im.2017.11.004
  • Chalmers, R. P. (2012). A multidimensional item response theory package for the R environment. Journal of Statistical Software, 48, 1-29. https://doi.org/10.18637/jss.v048.i06
  • Chen, L. M., & Cheng, Y. Y. (2017). Perceived severity of cyberbullying behaviour: Differences between genders, grades and participant roles, Educational Psychology, 37(5), 599-610. https://doi.org/10.1080/01443410.2016.1202898
  • Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233-255.
  • Chu, X. (2020). The bystander effect in cyberbullying-a study based on network groups. Doctoral dissertation. Central China Normal University in Chinese.
  • Cui, K., Xie, H., & Peng, H. (2023). How past cyber victimization affects bystanders’ position taking in offline bullying situations: A moderated mediation model of self-concept and social support. School Mental Health, 15(2), 416-430. https://doi.org/10.1007/s12310-022-09557-8
  • Cui, K. J., & To, S. M. (2021). School climate, bystanders’ responses, and bullying perpetration in the context of rural-to-urban migration in China. Deviant Behavior, 42(11), 1416-1435. https://doi.org/10.1080/01639625.2020.1752601
  • DeSmet, A., Bastiaensens, S., Van Cleemput, K., Poels, K., Vandebosch, H., Deboutte, G., ... & De Bourdeaudhuij, I. (2018). Psychometric data of a questionnaire to measure cyberbullying bystander behavior and its behavioral determinants among adolescents. Data in Brief, 18, 1588-1595. https://doi.org/10.1016/j.dib.2018.04.087
  • DeSmet, A., Deforche, B., Hublet, A., Tanghe, A., Stremersch, E., & De Bourdeaudhuij, I. (2014). Traditional and cyberbullying victimization as correlates of psychosocial distress and barriers to a healthy lifestyle among severely obese adolescents–a matched case-control study on prevalence and results from a cross-sectional study. BMC Public Health, 14(1), 1-12. https://doi.org/10.1186/1471-2458-14-22
  • Dillon, K. P., & Bushman, B. J. (2015). Unresponsive or un-noticed? Cyberbystander intervention in an experimental cyberbullying context. Computers in Human Behavior, 45, 144-150. https://doi.org/10.1016/j.chb.2014.12.009
  • Domínguez-Hernandez, F., Bonell, L., & Martínez-Gonzalez, A. (2018). A systematic literature review of factors that moderate bystanders’ actions in cyberbullying. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 12(4). https://doi.org/10.5817/CP2018-4-1.
  • Englander, E. (2021). 3.5 social and mental health during the COVID-19 pandemic. Journal of the American Academy Child Adolescent Psychiatry, 60, S147. https://doi.org/10.1016/j.jaac.2021.09.039
  • Eraslan-Çapan, B., Bakioğlu, F., & Kirteke, S. (2020). Siber zorbalık ölçeğinin Türk kültürüne uyarlanması: Psikometrik özellikleri. Anatolian Journal of Psychiatry, 21(1), 39-47. https://doi.org/10.5455/apd.57705 Evangelio, C., Rodríguez-Gonz´alez, P., Fern´ andez-Río, J., & Gonzalez-Villora, S. (2022). Cyberbullying in elementary and middle school students: A systematic review. Computers and Education, 176(104356). https://doi.org/10.1016/j.compedu.2021.104356
  • Field, A. (2013). Discovering Statistics Using IBM SPSS (4th ed). Sage Publications.
  • Flora, D. B., & Curran, P. J. (2004). An empirical evaluation of alternative methods of estimation for confirmatory factor analysis with ordinal data. Psychological Methods, 9, 466-491. https://doi.org/10.1037/1082-989X.9.4.466
  • George, D. (2010). SPSS for windows step by step: A simple study guide and reference, 17.0 update (10th ed.). Pearson.
  • Gini, G., Thornberg, R., & Pozzoli, T. (2020). Individual moral disengagement and bystander behavior in bullying: The role of moral distress and collective moral disengagement. Psychology of Violence, 10(1), 38-47. https://doi.org/10.1037/vio0000223
  • Giumetti, G. W., & Kowalski, R. M. (2022). Cyberbullying via social media and well-being. Current Opinion in Psychology, 45, 101314. https://doi.org/10.1016/j.copsyc.2022.101314
  • Gürbüz, S. (2021). AMOS ile yapısal eşitlik modellemesi (2. Baskı). Seçkin Yayıncılık.
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DEVELOPMENT OF CYBER BYSTANDER ROLES AND CYBER SEVERITY SCALE: VALIDITY AND RELIABILITY STUDY

Yıl 2025, Sayı: 30, 260 - 279, 29.10.2025
https://doi.org/10.29029/busbed.1700442

Öz

The purpose of this study is to examine the validity and reliability of Cyber Bystander Roles Scale (CBRS) and Cyber Severity Scale (CSS). The research was conducted in high schools in Erzurum, Türkiye, during 2024. The schools included in the study were selected using a random method. Exploratory factor analysis was performed on a sample of 742 students (439 female, 303 male), while confirmatory factor analysis (CFA) was conducted on a sample of 374 students (234 female, 140 male). The psychometric properties of the scales were analysed using Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), internal consistency coefficients, and item discrimination methods. As a result of EFA, it was determined that CBRS consists of 14 items and 4 sub-dimensions (supporting cyber victims, supporting cyberbullying, exclusion, and opposing cyberbullying) that explain 71.63% of the total variance. CSS, on the other hand, consists of 8 items and a single factor explaining 48.96% of the total variance. CFA was performed to test the validity of the four-factor structure of CBRS and the single-factor structure of CSS based on the results of the exploratory factor analysis. The results confirmed the four-factor structure of CBRS and the single-factor structure of CSS. The Cronbach's alpha internal consistency coefficients for CBRS's supporting cyber victims, supporting cyber bullies, staying out of it, and standing up to cyberbullying were found to be .81, .86, .80, and .87, respectively. The Cronbach's alpha internal consistency coefficient for CSS was determined to be .73. These results reveal that the CBRS and CSS are valid and reliable measurement tools that can be used with cyber bystander.

Kaynakça

  • Akca, E.B., & Sayımer, İ. (2017). Siber zorbalık kavramı, türleri ve ilişkili olduğu faktörler: Mevcut araştırmalar üzerinden bir değerlendirme. AJIT-e: Academic Journal of Information Technology, 8(30), 7-19. https://doi.org/10.5824/1309-1581.2017.5.001.x
  • Bastiaensens, S., Vandebosch, H., Poels, K., Van Cleemput, K., DeSmet, A., & De Bourdeaudhuij, I. (2014). Cyberbullying on social network sites. An experimental study into bystanders’ behavioural intentions to help the victim or reinforce the bully. Computers in Human Behavior, 31, 259-271. https://doi.org/10.1016/j.chb.2013.10.036
  • Bauman, S., & Newman, M. L. (2013). Testing assumptions about cyberbullying: Perceived distress associated with acts of conventional and cyber bullying, Psychology of Violence, 3, 27-38. https://doi.org/10.1037/a0029867
  • Beavon, E., Jenkins, L., Bradley, M., & Verma, K. (2024). Understanding adolescents’ bystander intervention in cyberbullying. Contemporary School Psychology, 28(2), 270-281. https://doi.org/10.1007/s40688-022-00437-1 Betancourt, J. A., Cerón, C. A., & Ramírez Marroquín, A. (2013). Matoneo virtual en lasredes sociales de amistad en internet. Revista Magistro, 7, 151-178.
  • Büyüköztürk, Ş. (2016). Sosyal bilimler için veri analizi el kitabı. (22. bs).Pegem Akademi.
  • Camacho, S., Hassanein, K., & Head, M. (2018). Cyberbullying impacts on victims’ satisfaction with information and communication technologies: The role of perceived cyberbullying severity. Information & Management, 55(4), 494-507. https://doi.org/10.1016/j.im.2017.11.004
  • Chalmers, R. P. (2012). A multidimensional item response theory package for the R environment. Journal of Statistical Software, 48, 1-29. https://doi.org/10.18637/jss.v048.i06
  • Chen, L. M., & Cheng, Y. Y. (2017). Perceived severity of cyberbullying behaviour: Differences between genders, grades and participant roles, Educational Psychology, 37(5), 599-610. https://doi.org/10.1080/01443410.2016.1202898
  • Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9(2), 233-255.
  • Chu, X. (2020). The bystander effect in cyberbullying-a study based on network groups. Doctoral dissertation. Central China Normal University in Chinese.
  • Cui, K., Xie, H., & Peng, H. (2023). How past cyber victimization affects bystanders’ position taking in offline bullying situations: A moderated mediation model of self-concept and social support. School Mental Health, 15(2), 416-430. https://doi.org/10.1007/s12310-022-09557-8
  • Cui, K. J., & To, S. M. (2021). School climate, bystanders’ responses, and bullying perpetration in the context of rural-to-urban migration in China. Deviant Behavior, 42(11), 1416-1435. https://doi.org/10.1080/01639625.2020.1752601
  • DeSmet, A., Bastiaensens, S., Van Cleemput, K., Poels, K., Vandebosch, H., Deboutte, G., ... & De Bourdeaudhuij, I. (2018). Psychometric data of a questionnaire to measure cyberbullying bystander behavior and its behavioral determinants among adolescents. Data in Brief, 18, 1588-1595. https://doi.org/10.1016/j.dib.2018.04.087
  • DeSmet, A., Deforche, B., Hublet, A., Tanghe, A., Stremersch, E., & De Bourdeaudhuij, I. (2014). Traditional and cyberbullying victimization as correlates of psychosocial distress and barriers to a healthy lifestyle among severely obese adolescents–a matched case-control study on prevalence and results from a cross-sectional study. BMC Public Health, 14(1), 1-12. https://doi.org/10.1186/1471-2458-14-22
  • Dillon, K. P., & Bushman, B. J. (2015). Unresponsive or un-noticed? Cyberbystander intervention in an experimental cyberbullying context. Computers in Human Behavior, 45, 144-150. https://doi.org/10.1016/j.chb.2014.12.009
  • Domínguez-Hernandez, F., Bonell, L., & Martínez-Gonzalez, A. (2018). A systematic literature review of factors that moderate bystanders’ actions in cyberbullying. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 12(4). https://doi.org/10.5817/CP2018-4-1.
  • Englander, E. (2021). 3.5 social and mental health during the COVID-19 pandemic. Journal of the American Academy Child Adolescent Psychiatry, 60, S147. https://doi.org/10.1016/j.jaac.2021.09.039
  • Eraslan-Çapan, B., Bakioğlu, F., & Kirteke, S. (2020). Siber zorbalık ölçeğinin Türk kültürüne uyarlanması: Psikometrik özellikleri. Anatolian Journal of Psychiatry, 21(1), 39-47. https://doi.org/10.5455/apd.57705 Evangelio, C., Rodríguez-Gonz´alez, P., Fern´ andez-Río, J., & Gonzalez-Villora, S. (2022). Cyberbullying in elementary and middle school students: A systematic review. Computers and Education, 176(104356). https://doi.org/10.1016/j.compedu.2021.104356
  • Field, A. (2013). Discovering Statistics Using IBM SPSS (4th ed). Sage Publications.
  • Flora, D. B., & Curran, P. J. (2004). An empirical evaluation of alternative methods of estimation for confirmatory factor analysis with ordinal data. Psychological Methods, 9, 466-491. https://doi.org/10.1037/1082-989X.9.4.466
  • George, D. (2010). SPSS for windows step by step: A simple study guide and reference, 17.0 update (10th ed.). Pearson.
  • Gini, G., Thornberg, R., & Pozzoli, T. (2020). Individual moral disengagement and bystander behavior in bullying: The role of moral distress and collective moral disengagement. Psychology of Violence, 10(1), 38-47. https://doi.org/10.1037/vio0000223
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  • Gürbüz, S. (2021). AMOS ile yapısal eşitlik modellemesi (2. Baskı). Seçkin Yayıncılık.
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  • Kalender, M. K., Bulu, Ş., & Keser, H. (2018). Siber zorbalik tehlike düzeyi ölçeğinin ortaokul ve lise formlarinin geliştirilmesi, Kastamonu Eğitim Dergisi, 26(2), 569-587. https://doi.org/10.24106/kefdergi.389857
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SİBER İZLEYİCİ ROLLERİ VE SİBER CİDDİYET ÖLÇEĞİNİN GELİŞTİRİLMESİ: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Yıl 2025, Sayı: 30, 260 - 279, 29.10.2025
https://doi.org/10.29029/busbed.1700442

Öz

Bu çalışmanın amacı Siber İzleyici Rolleri (SİRÖ) ve Siber Ciddiyet Ölçeği'nin (SCÖ) geçerlik ve güvenirliğini incelemektir. Araştırma 2024 yılında Erzurum ilindeki liselerde yürütülmüştür. Çalışmaya dahil olacak okullar random yöntemiyle belirlenmiştir. Açımlayıcı faktör analizleri işlemleri 742 (439 Kız, 303 Erkek), doğrulayıcı faktör analizi (DFA) işlemleri için de 374 kişilik (234 Kız, 140 Erkek) bir örneklem grubu kullanılmıştır. Ölçeklerin psikometrik özellikleri, Açımlayıcı Faktör Analizi (AFA), Doğrulayıcı Faktör Analizi (DFA), iç tutarlılık katsayısı ve madde ayırt ediciliği yöntemleri kullanılarak analiz edilmiştir. AFA sonucunda SİRÖ’nün toplam varyansın %71,63’ünü açıklayan 14 madde ve 4 alt boyuttan (siber mağduru destekleme, siber zorbalığı destekleme, dışarıda kalma-tepkisizlik-, siber zorbalığa karşı çıkma) oluştuğu belirlenmiştir. SCÖ ise toplam varyansın %48,96’sını açıklayan 8 madde ve tek bir faktörden meydana gelmektedir. Açımlayıcı faktör analizi sonucunda SİRÖ’nün dört faktörlü ve SCÖ’nün tek faktörlü yapısına ilişkin geçerliğini sınamak için DFA yapılmıştır. Sonuçlar SİRÖ’nün dört ve SCÖ’nün tek faktörlü yapısının doğrulandığını göstermiştir. SİRÖ’nün siber mağduru destekleme, siber zorbayı destekleme, dışarıda kalma-tepkisizlik-, siber zorbalığa karşı çıkma Cronbach alfa iç tutarlık katsayıları sırasıyla .81, .86, .80 ve .87 olarak bulunmuştur. SCÖ’nün Cronbach alfa iç tutarlık katsayısı .73 olarak belirlenmiştir. Bu sonuçlar SİRÖ ve SCÖ’nün siber izleyicilerde kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğunu ortaya koymaktadır.

Etik Beyan

Araştırma TUBİTAK 1001 124K512 nolu “Siber İzleyici Rolleri Farkındalık Modelinin Geliştirilmesi: Ergenlerin Siber Zorbalık Karşısında Güçlendirilmesi” projesinin bir bölümünü içermektedir. Etik kurul raporu projenin geneli için alınmıştır. desteklenmektedir

Destekleyen Kurum

Tubitak

Kaynakça

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  • Merlici, I.A., & Maftei, A. (2025). The moral maze of cyberbullying: navigating the roles of victims, bystanders, and perpetrators in the cycle of harm, Deviant Behavior, 46(1),24-39. https://doi.org/10.1080/01639625.2024.2327563
  • Nochaiwong, S., Ruengorn, C., Thavorn, K., Hutton, B., Awiphan, R., Phosuya, C., et al. (2021). Global prevalence of mental health issues among the general population during the coronavirus disease-2019 pandemic: A systematic review and meta-analysis. Scientific Reports, 11(1), 10173 https://doi.org/10.1038/s41598-021-89700-8
  • Obermaier, M., Fawzi, N., & Koch, T. (2016). Bystanding or standing by? How the number of bystanders affects the intention to intervene in cyberbullying, New Media & Society, 18(8), 1491-1507, https://doi.org/10.1177/1461444814563519
  • Olenik-Shemesh, D., T. Heiman, and S. Eden. 2017. Bystanders’ behavior in cyberbullying episodes: Active and passive patterns in the context of personal–socio-emotional factors. Journal of Interpersonal Violence, 32(1), 23-48. https://doi.org/10.1177/0886260515585531.
  • Ortuno-Sierra, J., Perez-Albeniz, A., Fonseca-Pedrero, E., Solbes-Canales, I., & Lucas-Molina, B. (2022). Bullying, cyberbullying and mental health: The role of student connectedness as a school protective factor. Psychosocial Intervention, 31(1), 33-41.
  • Özdemir, E. Z., & Bektaş, M. (2021). Siber zorbalık üçgeni ölçeği: geçerlilik ve güvenirlik çalışması. Sakarya Tıp Dergisi, 11(3), 583-592. https://doi.org/10.31832/smj.823355
  • Palladino, B. E., Menesini, E., Nocentini, A., Luik, P., Naruskov, K., Ucanok, Z., ... & Scheithauer, H. (2017). Perceived severity of cyberbullying: Differences and similarities across four countries, Frontiers in Psychology, 8, 1524. https://doi.org/10.3389/fpsyg.2017.01524
  • Peker, A., Kars, M.P., & Taşgın, A. (2024). Siber zorbalığa seyirci müdahale ölçeğinin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Ağrı İbrahim Çeçen Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10(2), 199-220. https://doi.org/10.31463/aicusbed.1426691
  • Pozzoli, T., & Gini, G. (2010). Active defending and passive bystand ing behavior in bullying: The role of personal characteristics and perceived peer pressure. Journal of Abnormal Child Psychology, 38(6), 815-827. https://doi.org/10.1007/s10802-010-9399-9
  • Rong, K., Chu, X., & Zhao, Y. (2023). Qualitative analyses on the classification model of bystander behavior in cyberbullying. Frontiers in Psychology. 14, 1152331. https://doi.org/10.3389/fpsyg.2023.1152331
  • Rudnicki, K., Vandebosch, H., Voué, P., & Poels, K. (2022). Systematic review of determinants and consequences of bystander interventions in online hate and cyberbullying among adults. Behaviour & Information Technology, 42(5), 527-544. https://doi.org/10.1080/0144929X.2022.2027013
  • Sarmiento, A., & Leguizamón, D. (2016). Adaptación y validación del instrumento de cyberbullying escolar (ICIB) en universitarios (Master thesis). Bogotá: Konrad Lorenz Fundación Universitaria.
  • Sarmiento, A., Herrera-López, M., & Zych, I. (2019). Is cyberbullying a group process? Online and offline bystanders of cyberbullying act as defenders, reinforcers and outsiders. Computers in Human Behavior, 99, 328-334. https://doi.org/10.1016/j.chb.2019.05.037
  • Skilbred-Fjeld, S., Reme, S. E., & Mossige, S. (2020). Cyberbullying involvement and mental health problems among late adolescents. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 14(1), 1-20.
  • Şencan, H. (2005). Sosyal ve davranışsal ölçümlerde güvenirlik ve geçerlik. Seçkin Yayıncılık.
  • Seo, M. (2008). Participation in bullying: Bystanders' characteristics and role behaviors. Korean Journal of Child Studies, 29(5), 79-96.
  • Song, J., & Oh, I. (2018). Factors influencing bystanders' behavioral reactions in cyberbullying situations. Computer in Human Behavior, 78, 273-282. https://doi.org/10. 1016/j.chb.2017.10.008.
  • Sticca, F., & Perren, S. (2013a). Is cyberbullying worse than traditional bullying? Examining the differential roles of medium, publicity, and anonymity for the perceived severity of bullying. Journal of Youth and Adolescence, 42, 739-750. https://doi.org/10.1007/s10964-012-9867-3
  • Sticca, F., & Perren, S. (2013b). Is cyberbullying worse than traditional bullying? examining the differential roles of medium, publicity, and anonymity for the perceived severity of bullying. Journal of Youth and Adolescence, 42, 739-750. http://dx.doi.org/10.1007/s10964-012-9867-3
  • Tabachnick, B. G., & Fidell, L. S. (2015). Çok değişkenli istatistiklerin kullanımı. (Çev. Ed. Mustafa Baloğlu). Nobel Akademik Yayıncılık.
  • Tavşancıl, E. (2010). Tutumların ölçülmesi ve spss ile veri analizi. (4. baskı). Ankara: Nobel Yayın Dağıtım. Thompson, J. D., & Cover, R. (2021). Digital hostility, internet pile-ons and shaming: A case study. Convergence: The International Journal of Research into New Media Technologies, 28(6), 1770-1782. https://doi.org/10.1177/13548565211030461
  • Van Noorden, T. H. J., Bukowski, W. M., Haselager, G. J. T., Lansu, T. A. M., & Cillessen, A. H. N. (2016).
  • Disentangling the frequency and severity of bullying and victimization in the association with empathy. Social Development, 25(1), 176-192. https://doi.org/10.1111/sode.12133
  • Wang, S. (2021). Standing up or standing by: Bystander intervention in cyberbullying on social media. New Media & Society, 23(6), 1379-1397. https://doi.org/10.1177/1461444820902541
  • Wang, S., & Kim, K. J. (2021). Effects of victimization experience, gender, and empathic distress on bystanders’ intervening behavior in cyberbullying. The Social Science Journal, 1-10. https://doi.org/10.1080/03623319.2020.1861826
  • Worthington, R., & Whittaker, T. (2006). Scale development research: A content analysisand recommendations for best practices. The Counseling Psychologist, 34, 806-838. https://doi.org/10.1177/0011000006288127
  • World Health Organization. (2024). One in six school-aged children experiences cyberbullying, finds new WHO/Europe study. Retrieved from https://www.who.int/europe/news/item/27-03 2024-one-in-six-school-aged-children-experiences cyberbullying--finds-new-who-europe-study.
  • Wright, M. F., & Wachs, S. (2023). Adolescents’ emotional reactions for not intervening in cyberbullying as moderators in the longitudinal association between witnessing cyberbullying and health issues. Current Psychology, 42(22), 19378-19385. https://doi.org/10.1007/s12144-022-03773-w
  • Yun, H. Y. (2020). New approaches to defender and outsider roles in school bullying. Child Development, 91(4), e814-e832. https://doi.org/10.1111/cdev.13312
  • Zhu, C., Huang, S., Evans, R., & Zhang, W. (2021). Cyberbullying among adolescents and children: A comprehensive review of the global situation, risk factors, and preventive measures. Frontiers in Public Health, 9,1-12. https://doi.org/10.3389/fpubh.2021.634909
  • Zhao, Y., Chu, X., & Rong, K. (2023). Cyberbullying experience and bystander behavior in cyberbullying incidents: The serial mediating roles of perceived incident severity and empathy. Computers in Human Behavior, 138, 107484. https://doi.org/10.1016/j.chb.2022.107484
Toplam 70 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitimin Psikolojik Temelleri
Bölüm İnceleme Makalesi
Yazarlar

Adem Peker 0000-0002-3594-9166

Serkan Cengiz 0000-0001-9070-6338

Zeynep Yazıcı 0000-0003-3454-5212

Gönderilme Tarihi 15 Mayıs 2025
Kabul Tarihi 9 Eylül 2025
Erken Görünüm Tarihi 26 Ekim 2025
Yayımlanma Tarihi 29 Ekim 2025
Yayımlandığı Sayı Yıl 2025 Sayı: 30

Kaynak Göster

APA Peker, A., Cengiz, S., & Yazıcı, Z. (2025). SİBER İZLEYİCİ ROLLERİ VE SİBER CİDDİYET ÖLÇEĞİNİN GELİŞTİRİLMESİ: GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI. Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(30), 260-279. https://doi.org/10.29029/busbed.1700442