Araştırma Makalesi
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Relations of Cyber Bullying Sensitivity to Perceived Social Support and to Parent and Peer Attachments in High School Students

Yıl 2022, Cilt: 2 Sayı: 1, 11 - 29, 16.06.2022

Öz

Growing evidence has shown the importance of cyberbullying sensitivity in preventing cyberbullying in adolescence. Yet, limited research has examined the relations of cyberbullying sensitivity to perceived social support as well as to attachment with parents and peers. The aim of this study was to examine the relations of cyberbullying sensitivity to sociodemographic characteristics, internet usage characteristics, perceived social support, and parental and peer attachment in high school students. The present study was a cross-sectional school survey to which a total of 831 adolescents were admitted (505 males and 326 females; mean age, 16.13 years). The adolescents completed some forms and scales, including a Personal Information Questionnaire, the Cyber Bullying Sensitivity Scale (CSS), the Multidimensional Perceived Social Support Scale (MPSSS), and the Parent and Peer Attachment Inventory (IPPA). The resulting findings showed that 74.6% of participants had daily internet access. In this context, it was found that household rules for internet use were less strict among those participants who were comparatively older or were attending higher classes. It was also determined that students with high social support and parental attachment scores spent less time on the internet. Girls’ scores for CSS, friend support, and peer attachment were found higher than those found in the boys. A positive correlation was established between the CSS scores and theMPSSS and IPPA scores. Social support and attachment scores of the group with a reportedly better school achievement were found significantly higher than those found in other groups. Gender, family income, and family support were determined as the predictive factors with respect to cyberbullying sensitivity. In conclusion, social support and positive communication with parents and peers may be effective factors in preventing the risks of problematic internet use and of exposure to cyberbullying in adolescence.

Kaynakça

  • Aktürk, A. O. (2015). Analysis of cyberbullying sensitivity levels of high school students and their perceived social support levels. Interactive Technology and Smart Education, 12(1), 44–61. https://doi.org/10.1108/ITSE-07-2014-0016.
  • Ang, R. P. (2015). Adolescent cyberbullying: A review of characteristics, prevention and intervention strategies. Aggression and Violent Behavior, 25, 35-42. http://dx.doi.org/10.1016/j.avb.2015.07.011.
  • Armsden, G. B., & Greenberg, M. T. (1987). The Inventory of Parent and Peer Attachment: Individual differences and their relationship to psychological well-being in adolescence. Journal of Youth and Adolescence, 16, 427-454.
  • Athanasiou, K., Melegkovits, E., Andrie, E.K., Magoulas, C., Tzavara, C.K., Richardson, C., Greydanus, D., Tsolia, M., & Tsitsika A.K. (2018). Cross-national aspects of cyberbullying victimization among 14–17-year-old adolescents across seven European countries. BMC Public Health, 18, 800. https://doi.org/10.1186/s12889-018-5682-4.
  • Bannink, R., Broeren, S., van de Looij–Jansen, P.M., de Waart, F.G., & Raat, H. (2014). Cyber and traditional bullying victimization as a risk factor for mental health problems and suicidal ideation in adolescents. Plus One, 9(4), e94026. http://doi.org/10.1371/journal.pone.0094026.
  • Boniel-Nissim, M., & Sasson, H. (2018). Bullying victimization and poor relationships with parents as risk factors of problematic internet use in adolescence. Computers in Human Behavior, 88, 176–183. https://doi.org/10.1016/j.chb.2018.05.041.
  • Burton, K. A., Florell, D., & Wygant, D. B. (2013). The role of peer attachment and normative beliefs about aggression on traditional bullying and cyberbullying. Psychology in the Schools, 50(2), 103-115. https://doi.org/10.1002/pits.21663
  • Cassidy, W., Faucher, C., & Jackson, M. (2013). Cyberbullying among youth: a comprehensive review of current international research and its implications and application to policy and practice. School Psychology International, 34, 575-612. https://doi.org/10.1177/0143034313479697.
  • Eker, D, Arkar, H. & Yaldız, H. (2001). Factorial structure, validity, and reliability of Revised Form of the Multidimensional Scale of Perceived Social Support. Türk Psikiyatri Dergisi, 12(1), 17-25.
  • Elsaesser, C., Russell, B., Ohannessian, C. M., & Patton, D. (2017). Parenting in a digital age: A review of parents' role in preventing adolescent cyberbullying. Aggression and Violent Behavior, 35, 62-72. http://dx.doi.org/10.1016/j.avb.2017.06.004.
  • Espelage, D.L., Hong, J.S. (2017). Cyberbullying prevention and intervention efforts: Current knowledge and future directions. The Canadian Journal of Psychiatry, 62(6), 374-380. https://doi.org/10.1177/0706743716684793.
  • Foody, M., McGuire, L., Kuldas, S. & O’Higgins Norman, J. (2019). Friendship quality and gender differences in association with cyberbullying involvement and psychological well-being. Frontiers in Psychology, 10, 1723. https://doi:10.3389/fpsyg.2019.01723.
  • Gorrese, A., & Ruggieri, R. (2012). Peer attachment: A meta-analytic review of gender and age differences and associations with parent attachment. Journal of Youth and Adolescence, 41(5), 650–672. https://doi.org/10.1007/s10964-012-9759-6
  • Guo, S. (2016). A meta-analysis of the predictors of cyberbullying perpetration and victimization. Psychology in the Schools, 53(4), 432–453. https://doi.org/10.1002/pits.21914.
  • Guo S, Liu J, & Wang, J. (2020). Cyberbullying roles among adolescents: A social-ecological theory perspective. Journal of School Violence, 167-181. https://doi.org/10.1080/15388220.2020.1862674
  • Günaydın, G., Selçuk, E., Sümer, N., & Uysal, A. (2005). The Psychometric evaluation of the short form of Inventory of Parent and Peer Attachment. Türk Psikoloji Yazıları, 8, 13-23.
  • Gündüz, Ş., Akgün, F., & Özgür, H. (2021). Determination of secondary school students' levels of sensitivity towards cyberbullying and cyberbullying behaviour. Participatory Educational Research, 8(1), 70-89. https://doi.org/10.17275/per.21.4.8.1
  • Hellfeldt, K., López-Romero, L., & Andershed, H. (2020). Cyberbullying and psychological well-being in young adolescence: The potential protective mediation effects of social support from family, friends, and teachers. Int. J. Environ. Res. Public Health, 17, 45. http://doi:10.3390/ijerph17010045
  • Hinduja, S., & Patchin, J. W. (2010). Bullying, cyberbullying, and suicide. Archives of Suicide Research, 14(3), 206-221. https://doi.org/10.1080/13811118.2010.494133
  • Jimenez, R. (2019). Multiple victimization (bullying and cyberbullying) in primary education in Spain from a gender perspective. Multidisciplinary Journal of Educational Research, 9(2), 169-192. https://doi.org/10.4471/remie.2019.4272
  • Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the digital age: A critical review and metaanalysis of cyberbullying research among youth. Psychological Bulletin, 140, 1073– 1137. https://doi.org/10.1037/a0035618.
  • Krahé, B., Möller, I., Berger, A., & Felber, J. (2011). Repression versus sensitization in response to media violence as predictors of cognitive avoidance and vigilance. Journal of Personality, 79(1), 165-190. https://doi.org/10.1111/j.1467-6494.2010.00674.x
  • Laftman, S. B., Modin, B., & Östberg, V. (2013). Cyberbullying and subjective health: A large-scale study of students in Stockholm, Sweden. Children and Youth Services Review, 35, 112-119. https://doi.org/10.1016/j.childyouth.2012.10.020
  • Lei L., & Wu Y. (2007). Adolescents' Paternal Attachment and Internet Use. CyberPsychology & Behavior, 10(5), 633-639. https://doi.org/10.1089/cpb.2007.9976.
  • Livingstone, S., Mascheroni, G., Dreier, M., Chaudron, S. & Lagae, K. (2015). How parents of young children manage digital devices at home: The role of income, education and parental style. London: EU Kids Online, LSE.
  • Palladino, B.E., Menesini, E., Nocentini, A., Luik, P., Naruskov, K., Ucanok, Z., Dogan, A., Schultze-Krumbholz, A., Hess, M. & 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.
  • Patchin, J.W. (2019). Cyberbullying data. Cyberbullying Research Center. https://cyberbullying.org/2019-cyberbullying-data.
  • Ronis, S., & Slaunwhite, A. (2019). Gender and geographic predictors of cyberbullying victimization, perpetration, and coping modalities among youth. Canadian Journal of School Psychology, 34, 3–21. https://doi.org/10.1177/0829573517734029.
  • Saylor, C. F., & Leach, J. B. (2009). Perceived bullying and social support in students accessing special inclusion programming. Journal of Developmental and Physical Disabilities, 21, 69–80. https://doi.org/10.1007/s10882-008-9126-4
  • Şentürk, Ş. & Bayat, S. (2016). Internet usage habits and cyberbullying related opinions of secondary school students. Universal Journal of Educational Research, 4(5), 1103–1110. https://doi.org/10.13189/ujer.2016.040520.
  • Tanrıkulu, T., Kınay, H., & Arıcak, O. T. (2013). Cyberbullying Sensibility Scale: Validity and reliability study. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 38-47.
  • Tokunaga, R. S. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26(3), 277–287. http://doi:10.1016/j.chb.2009.11.014.
  • Uludasdemir, D., & Kucuk, S. (2019). Cyber bullying experiences of adolescents and parental awareness: Turkish example. Journal of Pediatric Nursing, 44, e84–e90. https://doi.org/10.1016/j.pedn.2018.11.006
  • Vaillancourt, T., Faris, R., & Mishna, F. (2017). Cyberbullying in children and youth: Implications for health and clinical practice. Canadian Journal of Psychiatry, 62(6), 368-373. https://doi/10.1177/0706743716684791.
  • Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The Multidimensional Scale of Perceived Social Support. Journal of Personality Assessment, 52(1), 30–41. https://doi.org/10.1207/s15327752jpa5201_2.

Lise Öğrencilerinde Siber Zorbalık Duyarlılığının Algılanan Sosyal Destek ve Ebeveyn ve Akrana Bağlanma ile İlişkisi

Yıl 2022, Cilt: 2 Sayı: 1, 11 - 29, 16.06.2022

Öz

Artan kanıtlar, ergenlik döneminde siber zorbalığın önlenmesinde siber zorbalık duyarlılığının önemini göstermiştir. Bununla birlikte, sınırlı sayıda araştırma, siber zorbalık duyarlılığı ile algılanan sosyal destek ve ebeveynler ve akranlarla bağlanma arasındaki ilişkileri incelemiştir. Bu çalışmanın amacı, lise öğrencilerinde siber zorbalık duyarlılığı ile sosyodemografik özellikler, internet kullanım özellikleri, algılanan sosyal destek ve ebeveyn ve akrana bağlanma arasındaki ilişkiyi incelemektir. Bu çalışma, 831 ergen (505 erkek ve 326 kadın; ortalama yaş, 16.13 yıl) ile yapılan kesitsel bir okul anket çalışmasıdır. Ergenler, Kişisel Bilgi Anketi, Siber Zorbalık Duyarlılık Ölçeği, Çok Boyutlu Algılanan Sosyal Destek Ölçeği ve Ebeveyn ve Akran Bağlanma Envanteri’ni içeren form ve ölçekleri doldurmuştur. Bulgular, katılımcıların %74,6’sının her gün internet erişimine sahip olduğunu göstermiştir. Katılımcıların yaş ve sınıf düzeyi arttıkça evde internet kullanımına ilişkin kural/kısıtlamanın azaldığı bulunmuştur. Sosyal destek ve ebeveyne bağlanma puanları yüksek olan öğrencilerin internette daha az zaman geçirdikleri belirlenmiştir. Kızların siber zorbalık duyarlılık puanları, arkadaş desteği puanları ve akrana bağlanma puanları erkeklerden daha yüksek bulunmuştur. Siber zorbalık duyarlılık puanları ile sosyal destek ve bağlanma puanları arasında pozitif bir korelasyon bulunmuştur. Okul başarısının daha iyi olduğunu bildiren grubun sosyal destek ve bağlanma puanları anlamlı olarak daha yüksek bulunmuştur. Cinsiyet, aile geliri ve aile desteği siber zorbalık duyarlılığını yordayıcı faktörler olarak tespit edilmiştir. Sonuç olarak, ergenlik döneminde problemli internet kullanımı ve siber zorbalığa maruz kalma risklerini önlemede sosyal destek ve ebeveyn ve akranlarla olumlu iletişim etkili faktörler olabilir.

Kaynakça

  • Aktürk, A. O. (2015). Analysis of cyberbullying sensitivity levels of high school students and their perceived social support levels. Interactive Technology and Smart Education, 12(1), 44–61. https://doi.org/10.1108/ITSE-07-2014-0016.
  • Ang, R. P. (2015). Adolescent cyberbullying: A review of characteristics, prevention and intervention strategies. Aggression and Violent Behavior, 25, 35-42. http://dx.doi.org/10.1016/j.avb.2015.07.011.
  • Armsden, G. B., & Greenberg, M. T. (1987). The Inventory of Parent and Peer Attachment: Individual differences and their relationship to psychological well-being in adolescence. Journal of Youth and Adolescence, 16, 427-454.
  • Athanasiou, K., Melegkovits, E., Andrie, E.K., Magoulas, C., Tzavara, C.K., Richardson, C., Greydanus, D., Tsolia, M., & Tsitsika A.K. (2018). Cross-national aspects of cyberbullying victimization among 14–17-year-old adolescents across seven European countries. BMC Public Health, 18, 800. https://doi.org/10.1186/s12889-018-5682-4.
  • Bannink, R., Broeren, S., van de Looij–Jansen, P.M., de Waart, F.G., & Raat, H. (2014). Cyber and traditional bullying victimization as a risk factor for mental health problems and suicidal ideation in adolescents. Plus One, 9(4), e94026. http://doi.org/10.1371/journal.pone.0094026.
  • Boniel-Nissim, M., & Sasson, H. (2018). Bullying victimization and poor relationships with parents as risk factors of problematic internet use in adolescence. Computers in Human Behavior, 88, 176–183. https://doi.org/10.1016/j.chb.2018.05.041.
  • Burton, K. A., Florell, D., & Wygant, D. B. (2013). The role of peer attachment and normative beliefs about aggression on traditional bullying and cyberbullying. Psychology in the Schools, 50(2), 103-115. https://doi.org/10.1002/pits.21663
  • Cassidy, W., Faucher, C., & Jackson, M. (2013). Cyberbullying among youth: a comprehensive review of current international research and its implications and application to policy and practice. School Psychology International, 34, 575-612. https://doi.org/10.1177/0143034313479697.
  • Eker, D, Arkar, H. & Yaldız, H. (2001). Factorial structure, validity, and reliability of Revised Form of the Multidimensional Scale of Perceived Social Support. Türk Psikiyatri Dergisi, 12(1), 17-25.
  • Elsaesser, C., Russell, B., Ohannessian, C. M., & Patton, D. (2017). Parenting in a digital age: A review of parents' role in preventing adolescent cyberbullying. Aggression and Violent Behavior, 35, 62-72. http://dx.doi.org/10.1016/j.avb.2017.06.004.
  • Espelage, D.L., Hong, J.S. (2017). Cyberbullying prevention and intervention efforts: Current knowledge and future directions. The Canadian Journal of Psychiatry, 62(6), 374-380. https://doi.org/10.1177/0706743716684793.
  • Foody, M., McGuire, L., Kuldas, S. & O’Higgins Norman, J. (2019). Friendship quality and gender differences in association with cyberbullying involvement and psychological well-being. Frontiers in Psychology, 10, 1723. https://doi:10.3389/fpsyg.2019.01723.
  • Gorrese, A., & Ruggieri, R. (2012). Peer attachment: A meta-analytic review of gender and age differences and associations with parent attachment. Journal of Youth and Adolescence, 41(5), 650–672. https://doi.org/10.1007/s10964-012-9759-6
  • Guo, S. (2016). A meta-analysis of the predictors of cyberbullying perpetration and victimization. Psychology in the Schools, 53(4), 432–453. https://doi.org/10.1002/pits.21914.
  • Guo S, Liu J, & Wang, J. (2020). Cyberbullying roles among adolescents: A social-ecological theory perspective. Journal of School Violence, 167-181. https://doi.org/10.1080/15388220.2020.1862674
  • Günaydın, G., Selçuk, E., Sümer, N., & Uysal, A. (2005). The Psychometric evaluation of the short form of Inventory of Parent and Peer Attachment. Türk Psikoloji Yazıları, 8, 13-23.
  • Gündüz, Ş., Akgün, F., & Özgür, H. (2021). Determination of secondary school students' levels of sensitivity towards cyberbullying and cyberbullying behaviour. Participatory Educational Research, 8(1), 70-89. https://doi.org/10.17275/per.21.4.8.1
  • Hellfeldt, K., López-Romero, L., & Andershed, H. (2020). Cyberbullying and psychological well-being in young adolescence: The potential protective mediation effects of social support from family, friends, and teachers. Int. J. Environ. Res. Public Health, 17, 45. http://doi:10.3390/ijerph17010045
  • Hinduja, S., & Patchin, J. W. (2010). Bullying, cyberbullying, and suicide. Archives of Suicide Research, 14(3), 206-221. https://doi.org/10.1080/13811118.2010.494133
  • Jimenez, R. (2019). Multiple victimization (bullying and cyberbullying) in primary education in Spain from a gender perspective. Multidisciplinary Journal of Educational Research, 9(2), 169-192. https://doi.org/10.4471/remie.2019.4272
  • Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the digital age: A critical review and metaanalysis of cyberbullying research among youth. Psychological Bulletin, 140, 1073– 1137. https://doi.org/10.1037/a0035618.
  • Krahé, B., Möller, I., Berger, A., & Felber, J. (2011). Repression versus sensitization in response to media violence as predictors of cognitive avoidance and vigilance. Journal of Personality, 79(1), 165-190. https://doi.org/10.1111/j.1467-6494.2010.00674.x
  • Laftman, S. B., Modin, B., & Östberg, V. (2013). Cyberbullying and subjective health: A large-scale study of students in Stockholm, Sweden. Children and Youth Services Review, 35, 112-119. https://doi.org/10.1016/j.childyouth.2012.10.020
  • Lei L., & Wu Y. (2007). Adolescents' Paternal Attachment and Internet Use. CyberPsychology & Behavior, 10(5), 633-639. https://doi.org/10.1089/cpb.2007.9976.
  • Livingstone, S., Mascheroni, G., Dreier, M., Chaudron, S. & Lagae, K. (2015). How parents of young children manage digital devices at home: The role of income, education and parental style. London: EU Kids Online, LSE.
  • Palladino, B.E., Menesini, E., Nocentini, A., Luik, P., Naruskov, K., Ucanok, Z., Dogan, A., Schultze-Krumbholz, A., Hess, M. & 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.
  • Patchin, J.W. (2019). Cyberbullying data. Cyberbullying Research Center. https://cyberbullying.org/2019-cyberbullying-data.
  • Ronis, S., & Slaunwhite, A. (2019). Gender and geographic predictors of cyberbullying victimization, perpetration, and coping modalities among youth. Canadian Journal of School Psychology, 34, 3–21. https://doi.org/10.1177/0829573517734029.
  • Saylor, C. F., & Leach, J. B. (2009). Perceived bullying and social support in students accessing special inclusion programming. Journal of Developmental and Physical Disabilities, 21, 69–80. https://doi.org/10.1007/s10882-008-9126-4
  • Şentürk, Ş. & Bayat, S. (2016). Internet usage habits and cyberbullying related opinions of secondary school students. Universal Journal of Educational Research, 4(5), 1103–1110. https://doi.org/10.13189/ujer.2016.040520.
  • Tanrıkulu, T., Kınay, H., & Arıcak, O. T. (2013). Cyberbullying Sensibility Scale: Validity and reliability study. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 38-47.
  • Tokunaga, R. S. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26(3), 277–287. http://doi:10.1016/j.chb.2009.11.014.
  • Uludasdemir, D., & Kucuk, S. (2019). Cyber bullying experiences of adolescents and parental awareness: Turkish example. Journal of Pediatric Nursing, 44, e84–e90. https://doi.org/10.1016/j.pedn.2018.11.006
  • Vaillancourt, T., Faris, R., & Mishna, F. (2017). Cyberbullying in children and youth: Implications for health and clinical practice. Canadian Journal of Psychiatry, 62(6), 368-373. https://doi/10.1177/0706743716684791.
  • Zimet, G. D., Dahlem, N. W., Zimet, S. G., & Farley, G. K. (1988). The Multidimensional Scale of Perceived Social Support. Journal of Personality Assessment, 52(1), 30–41. https://doi.org/10.1207/s15327752jpa5201_2.
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Psikoloji
Bölüm Araştırma Makaleleri
Yazarlar

Mihriban Kırcallıoğlu Bu kişi benim 0000-0002-6982-4003

Filiz Şimşek Orhon 0000-0001-5949-2298

Yayımlanma Tarihi 16 Haziran 2022
Gönderilme Tarihi 22 Şubat 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 2 Sayı: 1

Kaynak Göster

APA Kırcallıoğlu, M., & Şimşek Orhon, F. (2022). Relations of Cyber Bullying Sensitivity to Perceived Social Support and to Parent and Peer Attachments in High School Students. Current Research and Reviews in Psychology and Psychiatry, 2(1), 11-29.