Araştırma Makalesi
PDF Zotero Mendeley EndNote BibTex Kaynak Göster

The Investigation of the Relationship Between Cyberbullying, Social Competence and Social Relations

Yıl 2022, Cilt 42, Sayı 1, 787 - 816, 28.04.2022
https://doi.org/10.17152/gefad.930553

Öz

Today's technological developments are changing the shape of the relations between adolescents. This can have positive or negative effects on adolescents' behavior. It has been pointed out recently that adolescents display some undesirable behaviors in the virtual environment. It can be thought that this situation will result from the social skills and the level of support they receive from their environment. Accordingly, the relationships between cyberbullying, social competence and social relations (family-peer support) perceptions of students' were examined in this study. The study was carried out in the public secondary schools of Altındağ district of Ankara. The study involved 337 students. The study data were obtained through the Cyberbullying Scale, Perceived Social Competence Scale and Social Relations Scale. The data were analyzed by descriptive statistics, correlation analysis and multiple linear regression analysis. According to the findings, cyberbullying has negative and low-level significant relationship with social competence and family support. Social competence, on the other hand, is in a moderately significant positive relationship with family and peer support. Also peer support was also found to predict social competence significantly. As a result of the study, it was pointed out that especially family support had an important effect on students' cyberbullying behaviors and social competences.

Kaynakça

  • Accordino, D. B., & Accordino, M. P. (2011). An exploratory study of face-to-face and cyberbullying in sixth grade students. American Secondary Education, 40, 14-30.
  • Aizenkot, D., & Kashyrosenbaum, G. (2021). Cyberbullying victimization in WhatsApp classmate groups among Israeli elementary, middle, and high school students. Journal of Interpersonal Violence, 36(15-16), NP8498-NP8519.
  • Akbulut, Y., Sahin, Y. L., ve Eristi, B. (2010). Cyberbullying victimization among turkish online social utility members. Journal of Educational Technology & Society, 13(4), 192-201.
  • Akyüz, A ve Koç, Z. (2020). Empati yönelimli siber zorbalık psiko-eğitim programının lise 9. ve 10. sınıf öğrencilerinin siber zorbalık ve empati düzeylerine etkisi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 40(1), 75-111.
  • Alisherovna, M. N. (2020). Family and school cooperation as a pedagogical condition for the formation of social experience in students. European Journal of Research and Reflection in Educational Sciences, 8(11), 104-109.
  • Ansary, N. S. (2020). Cyberbullying: Concepts, theories, and correlates informing evidence-basedbest practices for prevention. Aggression and Violent Behavior, 50, 101343. https://doi.org/10.1016/j.avb.2019.101343.
  • Arıcak, T., Çıplak, S., Memmedov, C., Sarıbeyoglu, S., Siyahhan, S., Uzunhasanoglu, A. ve Yılmaz, N. (2008). Cyberbullying among Turkish adolescents. CyberPsychology & Behavior, 11, 253-261.
  • Arıcak, O. T., Kınay, H. ve Tanrıkulu, T. (2012). Siber Zorbalık Ölçeğinin ilk psikometrik bulguları. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 17(1), 101-114.
  • Ateş, B. ve Güler, M. (2016). Ergenlerde siber zorbalığın yordayıcısı olarak algılanan sosyal yetkinlik ve toplumsal kaygı. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 391-408.
  • Avustralya İstatistik Bürosu (2016). Household Use of Information Technology, Australia, 2016-2017. https://www.abs.gov.au/ausstats/abs@.nsf/mf/8146.0.
  • Bakır, N. ve Danış, G. (2020). Üniversitedeki kız öğrencilerin özgüven düzeyleri ve etkileyen faktörler. Social Sciences Research Journal, 9(3), 133-140.
  • Bandura, A. (1997). Self-Efficacy. Harward Mental Health Letter, 13(9), 1-4.
  • Bauman, S., Toomey, R. B., & Walker, J. L. (2013). Associations among bullying, cyberbullying, and suicide in high school students. Journal of Adolescense, 36(2), 341-350.
  • Bayraktutan, F. (2005). Aile içi ilişkiler açısından internet kullanımı (Yayınlanmamış Yüksek Lisans Tezi). Sosyal Bilimler Enstitüsü, İstanbul.
  • Beale, A. V., & Hall, K. R. (2007). Cyberbullying: what school administrators (and parents) can do. Clearing House, 81(1), 8-12.
  • Beringer, A. (2011). Teacher’s perceptions and awareness of cyberbulllying among middle school students (Unpublished master’s thesis). College at Brockport, New York NY. https://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article¼1114&context¼edc_theses.
  • Bédard, K., Bouffard, T., & Pansu, P. (2014) The risks for adolescents of negatively biased self-evaluations of social competence: the mediating role of social support. Journal of Adolescence, 37(6), 787-798.
  • Bierman, K. L. (2004). Peer rejection: Developmental processes and intervention strategies. New York, NY: Guilford Press.
  • Bingöl, N. ve Tanrıkulu, T. (2014). Siber zorba ve mağdur olma ile algılanan sosyal destek düzeyi arasındaki ilişkinin incelenmesi. Akademik Bakış Dergisi, 43. http://static.dergipark.org.tr/article-download/6c15/20ba/9255/imp-JA94TU92HE-0.pdf?.
  • Blinka, L., Sablaturova, N., Sevcikova, A., & Husarova, D. (2020). Social constraints associated with excessive internet use in adolescents: the role of family, school, peers, and neighbourhood. International Journal of Public Health, 65, 1279-1287.
  • Brewer, G., & Kerslake, J. (2015). Cyberbullying, self-esteem, empathy and loneliness. Computers in Human Behavior, 48, 255-260.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz Ş. ve Demirel, F. (2012). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Camerini, A., Marciano, L., Carrara, A., & Schulz, P. J. (2020). Cyberbullying perpetration and victimization among children andadolescents: A systematic review of longitudinal studies. Telematics and Informatics, 49, 101362. https://doi.org/10.1016/j.tele.2020.101362.
  • Carvalho, M., Branquinho, C., & Matos, M. G. (2021). Cyberbullying and Bullying: Impact on Psychological Symptoms and Well-Being. Child Indicators Research, 14, 435-452.
  • Centers of Disease Control and Prevention (CDCP) (2019). Preventing bullying. https://www.cdc.gov/violenceprevention/youthviolence/bullyingresearch/fastfact.html.
  • Chun, J., Lee, J., Kim, J., & Lee, S. (2020). An international systematic review of cyberbullying measurements. Computers in Human Behavior, 113, 1-12.
  • Davison, C., & Stein, C. (2014). The dangers of cyberbullying. North American Journal of Psychology, 16, 595-606.
  • Dilmaç, B. ve Özkan, C. (2019). Lise öğrencilerinde öznel mutluluk, suçluluk ve utancın yordayıcısı olarak siber zorbalık. Türk Eğitim Bilimleri Dergisi, 17(1), 195-212.
  • Doğan, T. (2008). Psikolojik belirtilerin yordayıcısı olarak sosyal destek ve iyilik hali. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(30), 30-44.
  • Doğrucan, A ve Yıldırım, Z. (2020). Kadına yönelik aile içi şiddet üzerine bir inceleme. Hacettepe Üniversitesi Sosyal Bilimler Dergisi, 2(2), 122-138.
  • Dursun, S. Gökçe, A. ve Aytaç, S. (2020). Siber zorbalık: üniversite öğrencileri üzerine bir araştırma. International Journal of Social Inquiry, 13(2), 465-485.
  • Duyan, V., Gelbal, S. ve Çalık-Var, E. (2013). Sosyal ilişki unsurları ölçeği'nin Türkçeye uyarlama çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 44, 159-169.
  • Erdur Baker, Ö. (2010). Cyberbullying and its correlation to traditional bullying, gender, and frequent and risky usage of internet-mediated communication tools. New Media & Society, 12, 109-125.
  • Eroğlu, Y. ve Güler, N. (2015). Koşullu öz-değer, riskli internet davranışları ve siber zorbalık/mağduriyet arasındaki ilişkinin incelenmesi. Sakarya University Journal of Education, 5(3), 118-129.
  • Field, A. (2005). Discovering statistics using SPSS. London: Sage Publication.
  • Goebert, D., Else, I., Matsu, C., Chung-Do, J., & Chang, J. Y. (2011). The impact of cyberbullying on substance use and mental health in a multiethnic sample. Maternal and Child Health Journal, 15, 1282-1286.
  • Grunin, L., Yu, G., & Cohen, S. S. (2021). The relationship between youth cyberbullying behaviors and their perceptions of parental emotional support. International Journal of Bullying Prevention, 3, 227-239.
  • Hellfeldt, K., López-Romero, L., & Andershed, H. (2019). Cyberbullying and psychological well-being in young adolescence: the potential protective mediation effects of social support from family, friends, and teachers. International Journal of Environmental Research and Public Health, 17, 1-16.
  • Ho, T. T. Q., Li, C., & Gu, C. (2020). Cyberbullying victimization and depressive symptoms in Vietnamese university students: Examining social support as a mediator. https://doi.org/10.1016/j.ijlcj.2020.100422.
  • Huang, Y., & Chou, C. (2013). Revisiting cyberbullying: perspectives from Taiwanese teachers. Computers & Education, 63, 227-239.
  • Humphreys, T. (2001). Çocuk eğitiminin anahtarı: Özgüven. İstanbul: Epsilon Yayıncılık.
  • Kalaycı, Ş. (2014). SPSS uygulamalı çok değişkenli istatistik teknikleri (6. bs). Ankara: Asil Yayınları.
  • Karalar, M., Kumcağız, H. ve İşi, N. (2018). Erinlerde sosyal destek ve sosyal kaygı arasındaki ilişki. 20. Uluslararası Psikolojik Danışma ve Rehberlik Kongresi Tam Metin Kitabı, 46-57.
  • Karasar, N. (2005). Bilimsel araştırma yöntemi. Ankara: Nobel Yayınevi.
  • Kestel, M. ve Akbıyık, C. (2016). Siber zorbalığın öğrencilerin akademik, sosyal ve duygusal durumları üzerindeki etkisinin incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(3), 844-859.
  • Kim, J., Walsh, E., Pike, K., & Thompson, E. A. (2020). Cyberbullying and victimization and youth suicide risk: the buffering effects of school connectedness. The Journal of School Nursing, 36(4), 251-257.
  • Koç S. ve Tatar M., (2020). Öğretmen adaylarının bakış açılarıyla ailenin sosyalleşme sürecindeki yeri ve etkisi. Yükseköğretim ve Bilim Dergisi, 10(3), 516-523.
  • Korsavi, S. S., & Sadoughi, M. (2021). Clustering bullying behavior of teenager students based on social competence and social preference. Psychological Methods and Models, 11(42), 1-14.
  • Kostelnik, M., Soderman, A., Whiren, A., Rupiper, M., & Gregory, K. (2014). Guiding children’s social development and learning: Theory and skills. Boston: Cengage Learning.
  • Küçükşen, K. (2020). Uluslararası öğrencilerin ön yargı algıları ve sosyal ilişki düzeyleri üzerine bir araştırma. Pearson Journal of Social Sciences & Humanities, 5(8), 120-132.
  • Lenhart, A. (2015). Teens, social media & technology: Overview 2015. Retrieved from http://www.pewinternet.org/2015/04/09/teens-social-media-technology-2015/
  • Li, P. (2021). Sustainable policies for discouraging early childhood social competence. Aggression and Violent Behavior. https://doi.org/10.1016/j.avb.2021.101701.
  • Lin, Y. C., & Yawkey, T. (2014). Parents' play beliefs and the relationship to children's social competence. Education, 135(1), 107-114.
  • Low, A. S., & Hymel, S. (2020). Interface of emotion and social competence. The Encyclopedia of Child and Adolescent Development, 1-12. DOI 10.1002/9781119171492.wecad173
  • Lozano-Blasco, R., Cort ́es-Pascual, A., & Latorre-Martínez, M. P. (2020). Being a cybervictim and a cyberbully – The duality of cyberbullying: A meta-analysis. Computers in Human Behavior, 111, 106444.
  • Magelinskaitė-Legkauskienė, S., Legkauskas, V., & Kepalaitė, A. (2018) Teacher perceptions of student social competence and school adjustment in elementary school. Cogent Psychology, 5(1), 1421406, DOI: 10.1080/23311908.2017.1421406.
  • Marín-López, I., Zych, I., Ortega-Ruiz, R., Hunter, S. C., & Llorent, V. J. (2020). Relations among online emotional content use, social and emotional competencies and cyberbullying. Children and Youth Services Review, 108. https://doi.org/10.1016/j.childyouth.2019.104647.
  • Mason, K. L. (2008). Cyberbullying: a preliminary assessment for school personnel. Psychol. Sch. 45(4), 323-348.
  • Mastorakos, T., Bambrah, V., & Muller, R. T. (2021). What about the parents? changes in and correlates of parents’ discrete emotional reactions to their child’s trauma in trauma therapy. Journal of Family Violence, 36, 1095-1106.
  • Medya Akademi (2018). Türkiye’de gençlerin sosyal medya kullanım alışkanlıkları [Araştırma Raporu]. https://medyaakademi.com.tr/2018/07/31/turkiyede-genclerin-sosyal-medya-kullanimi/ Mindes, G. (2015). Pushing up the social studies from early childhood education to the world. Young Children, 70(3), 10-15.
  • Norris, J. A. (2003). Looking at classroom management through a social and emotional learning lens. Theory into Practice, 42(4), 313-318.
  • Nowland, R., Necka, E. A., & Cacioppo, J. T. (2018). Loneliness and social internet use: pathways to reconnection in a digital world? Perspectives on Psychological Science, 13, 70-87.
  • Nurfalaq, A. C. (2021). Correlation of social competence and cyberbullying behavior on ınstagram’s user among students ın Yogyakarta. Naskah Publikasi Program Studi Psikologi, 4, 1-14.
  • Olweus, D. (1993). Bullying at school: What we know and what we can do. Malden, MA: Blackwell.
  • Onditi, H. Z., & Shapka, J. D. (2019). Cyberbullying and cybervictimization in Tanzanian secondary schools: Prevalence and predictors. Journal of Education, Humanities & Sciences, 8(1), 1-15.
  • Özbeşler, C. ve Duyan, V. (2009). Okul ortamlarında sosyal hizmet. Eğitim ve Bilim, 34(154), 17-25.
  • Park, S., Na, E. Y., & Kim, E. M. (2014). The relationship between online activities, netiquette and cyberbullying. Children and Youth Services Review, 42, 74-81.
  • Peker, A. ve Akbaba, T. (2016). Ortaokul öğrencilerinin siber zorbalık rollerini yordayan ayıredici faktörlerin incelenmesi. Turkish Studies, 11(14), 607-622.
  • Pergolizzi, F., Richmond, D., Macario, S., Gan, Z., Richmond, C., & Macario, E. (2009). Bullying in middle schools: results from a four-school survey. Journal of School Violence, 8(3), 264-279.
  • Poulin, F., & Chan, A. (2010). Friendship stability and change in childhood and adolescence. Developmental Review, 30, 257-272.
  • Repetti, R. L., Taylor, S. E., & Seeman, T. E. (2002). Risky families: Family social environments and the mental and physical health of offspring. Psychological Bulletin, 128, 330-336.
  • Romera, E. M., Rabanillo, J. L. F., Ortiz, O. G., Ruiz, R. O., & Bolanos, J. A. C. (2017). Construct, measurement and assessment of social competence in early adolescence. International Journal of Psychology and Psychological Therapy, 17(3), 337-348.
  • Rubin, K., & Rose-Krasnor, L. (1992). Interpersonal problem-solving. In V. Van Hasselt & M. Hersen (Eds.), Handbook of social development (pp. 283-324). New York: Plenum.
  • Safaria, T., & Suyono, H. (2020). The role of parent-child relationship, school climate, happiness, and empathy to predict cyberbullying behavior. International Journal of Evaluation and Research in Education, 9(3), 548-557.
  • Salisch, M., Zeman, J., Luepschen, N., & Kanevski, R. (2014). Prospective relations between adolescents’ social-emotional competencies and their friendships. Social Development, 23(4), 684-701.
  • Sarıçam, H., Akın, A., Akın, Ü. ve Çardak, M. (2013). Algılanan sosyal yetkinlik ölçeğinin Türkçe’ye uyarlanması: geçerlik ve güvenirlik çalışması. International Journal of Social Science, 6(3), 591-600.
  • Sarıçam, H., Yaman, E. ve Çelik, İ. (2016). The mediator effect of loneliness between perceived social competence and cyber bullying in turkish adolescents. International Journal of Progressive Education, 12(1), 99-107.
  • Schade, E. C., Voracek, M., & Tran, U. S. (2021). The nexus of the dark triad personality traits with cyberbullying, empathy, and emotional intelligence: a structural-equation modeling approach. Frontiers in Psychology, 12, 659282. doi: 10.3389/fpsyg.2021.659282
  • Schneider, S., O’Donnell, L., Stueve, A., & Coulter, R. (2012). Cyberbullying, school bullying, and psychological distress: A regional census of high school students. American Journal of Public Health, 102, 171-177.
  • Schultz, E., Heilman, R., & Hart, K. J. (2014). Cyber-bullying: An exploration of bystander behavior and motivation. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 8(4), article 3.
  • Sevcikova, A., & Smahel, D. (2009). Online harassment and cyberbullying in the Czech Republic: Comparison across age groups. Journal of Psychology, 217, 227-229.
  • Sezer Efe, Y., Erdem, E., ve Vural, B. (2021). Lise öğrencilerinde siber zorbalık ve internet bağımlılığı. Bağımlılık Dergisi, 22(4), 465-473.
  • Smart, J. (2018). Dijital technology use in the child, youth and family sector. https://aifs.gov.au/cfca/publications/digital-technology-use-child-youth-and-family-sector#:~:text=Australian%20Bureau%20of%20Statistics%20(ABS,%25)%20(ABS%2C%202016).
  • Sprague, J. (2014). Integrated approaches to bullying and cyber bullying in schools. Eugene: University of Oregon, Institute on Violence and Destructive Behavior.
  • Sumaedi, S., & Sumardjo, S. (2020). Factors influencing internet usage for health purposes. International Journal of Health Governance, 25(3), 205-221.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Boston: Pearson.
  • Taborsky, B. (2021). A positive feedback loop between sociality and social competence. Ethology, 127, 774-789.
  • Tokunaga, R. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26, 277-287.
  • Totan, T. ve Yöndem, Z. D. (2007). Ergenlerde zorbalığın anne, baba ve akran ilişkileri açısından incelenmesi. Ege Eğitim Dergisi, 8(2), 53-68.
  • Traş, Z. ve Arslan, E. (2013). Ergenlerde sosyal yetkinliğin, algılanan sosyal destek açısından incelenmesi. İlköğretim Online, 12(4), 1133-1140.
  • Tsai, C. C., & Lin, S. S. J. (2003). Internet addiction of adolescents in Taiwan: an interview study. Cyberpsychology & Behavior, 6(6), 649-652.
  • Türkiye İstatistik Kurumu (2019). Son üç ay içinde bireylerin yaş grubuna ve cinsiyetine göre bilgisayar ve internet kullanım oranları. http://www.tuik.gov.tr/PreTablo.do?alt_id=1028.
  • Ünver, H. ve Koç, Z. (2017). Siber zorbalık ile problemli internet kullanımı ve riskli internet davranışı arasındaki ilişkinin incelenmesi. Türk Eğitim Bilimleri Dergisi, 15(2), 117-140.
  • Varela, S. A. M., Teles, M. C., & Oliveira, R. F. (2020). The correlated evolution of social competence and social cognition. Functional Ecology, 34, 332-343.
  • Vatandaş, S. (2020). Sosyalleşme ve sosyalleşmenin sosyal medya mecralarındaki anlamsal ve işlevsel dönüşümü. Erciyes İletişim Dergisi, 7(2), 813-832.
  • Wang, L. (2021). The effects of cyberbullying victimization and personality characteristics on adolescent mental health: an application of the stress process model. Youth & Society, 1-22. DOI: 10.1177/0044118X211008927.
  • Wang, L., & Jiang, S. (2021). The efects of strain and negative emotions on adolescent cyberbullying perpetration: An empirical test of general strain theory. Current Psychology, https://doi.org/10.1007/s12144-021-02426-8.
  • Wang, S., & Kim, K. J. (2021). Effects of victimization experience, gender, and empathic distress on bystanders’ intervening behavior in cyberbullying, The Social Science Journal, DOI: 10.1080/03623319.2020.1861826.
  • Whittaker, E., & Kowalski, R. M. (2015). Cyberbullying via social media. Journal of School Violence, 14(1), 11–29. Willard, N. (2007). Educator’s guide to cyberbullying and cyberthreats. https://cdn.ymaws.com/www.safestates.org/resource/resmgr/imported/educatorsguide.pdf.
  • Yang, F. (2021). Coping strategies, cyberbullying behaviors, and depression among Chinese netizens during the COVID-19 pandemic: a web-based nationwide survey. Journal of Affective Disorders, 281, 138-144.
  • Yiğit, M. F., Keskin, S. ve Yurdugül, H. (2018). Ortaokullarda siber zorbalık ve aile desteği arasındaki ilişkinin cinsiyet, internet kullanımı ve öğrenim düzeyi bağlamında incelenmesi. Addicta: The Turkish Journal on Addictions, 5(2), 1-36.
  • Yoo, C. (2021). What are the characteristics of cyberbullying victims and perpetrators among South Korean students and how do their experiences change?. Child Abuse & Neglect, 113, 104923. https://doi.org/10.1016/j.chiabu.2020.104923.
  • Zencirkıran, M. (2016). Sosyoloji. Bursa: Dora Yayıncılık.
  • Zhang, F., You, Z., Fan, C., Gao, C., Cohen, R., Hsueh, Y... Zhou, Z. (2014). Friendship quality, social preference, proximity prestige, and self-perceived social competence: interactive influences on children’s loneliness. Journal of School Psychology, 52, 511-526.
  • Zhang, D., Huebner, E. S., & Tian, L. (2020). Longitudinal associations among neuroticism, depression, and cyberbullying in early adolescents. Computers in Human Behavior, 112, 1-9.

Siber Zorbalık, Sosyal Yetkinlik ve Sosyal İlişki Unsurları Arasındaki İlişkilerin İncelenmesi

Yıl 2022, Cilt 42, Sayı 1, 787 - 816, 28.04.2022
https://doi.org/10.17152/gefad.930553

Öz

Günümüzdeki teknolojik gelişmeler ergenler arasındaki ilişkilerin şeklini değiştirmektedir. Bu durum ergenlerin davranışları üzerinde olumlu ya da olumsuz etkiler oluşturabilir. Son zamanlarda ergenlerin sanal ortamda bazı istenmeyen davranışlar sergiledikleri tespit edilmiştir. Bu durumun ise öğrencilerin sosyal becerileri ve çevrelerinden gördükleri destek düzeyinden kaynaklanacağı düşünülebilir. Bu doğrultuda bu çalışmada öğrencilerin siber zorbalık, sosyal yetkinlik ve sosyal ilişki (aile-akran desteği) algıları arasındaki ilişkiler incelenmiştir. Çalışma Ankara ili Altındağ ilçesi resmi ortaokullarında gerçekleştirilmiştir. Çalışmaya 337 öğrenci katılmıştır. Çalışma verileri Siber Zorbalık Ölçeği, Algılanan Sosyal Yetkinlik Ölçeği ve Sosyal İlişki Unsurları Ölçeği aracılığıyla elde edilmiştir. Veriler betimsel istatistikler, korelasyon analizi ve çoklu doğrusal regresyon analizi ile çözümlenmiştir. Bulgulara göre siber zorbalık sosyal yetkinlik ve aile desteği ile negatif yönlü düşük düzeyde; sosyal yetkinlik ise aile ve akran desteği ile pozitif yönlü orta düzeyde anlamlı ilişkiler içerisindedir. Ayrıca aile desteğinin siber zorbalık ve sosyal yetkinliği; akran desteğinin de sosyal yetkinliği anlamlı şekilde yordadığı tespit edilmiştir. Çalışma bulguları özellikle aile desteğinin öğrencilerin siber

Kaynakça

  • Accordino, D. B., & Accordino, M. P. (2011). An exploratory study of face-to-face and cyberbullying in sixth grade students. American Secondary Education, 40, 14-30.
  • Aizenkot, D., & Kashyrosenbaum, G. (2021). Cyberbullying victimization in WhatsApp classmate groups among Israeli elementary, middle, and high school students. Journal of Interpersonal Violence, 36(15-16), NP8498-NP8519.
  • Akbulut, Y., Sahin, Y. L., ve Eristi, B. (2010). Cyberbullying victimization among turkish online social utility members. Journal of Educational Technology & Society, 13(4), 192-201.
  • Akyüz, A ve Koç, Z. (2020). Empati yönelimli siber zorbalık psiko-eğitim programının lise 9. ve 10. sınıf öğrencilerinin siber zorbalık ve empati düzeylerine etkisi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 40(1), 75-111.
  • Alisherovna, M. N. (2020). Family and school cooperation as a pedagogical condition for the formation of social experience in students. European Journal of Research and Reflection in Educational Sciences, 8(11), 104-109.
  • Ansary, N. S. (2020). Cyberbullying: Concepts, theories, and correlates informing evidence-basedbest practices for prevention. Aggression and Violent Behavior, 50, 101343. https://doi.org/10.1016/j.avb.2019.101343.
  • Arıcak, T., Çıplak, S., Memmedov, C., Sarıbeyoglu, S., Siyahhan, S., Uzunhasanoglu, A. ve Yılmaz, N. (2008). Cyberbullying among Turkish adolescents. CyberPsychology & Behavior, 11, 253-261.
  • Arıcak, O. T., Kınay, H. ve Tanrıkulu, T. (2012). Siber Zorbalık Ölçeğinin ilk psikometrik bulguları. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 17(1), 101-114.
  • Ateş, B. ve Güler, M. (2016). Ergenlerde siber zorbalığın yordayıcısı olarak algılanan sosyal yetkinlik ve toplumsal kaygı. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 18(1), 391-408.
  • Avustralya İstatistik Bürosu (2016). Household Use of Information Technology, Australia, 2016-2017. https://www.abs.gov.au/ausstats/abs@.nsf/mf/8146.0.
  • Bakır, N. ve Danış, G. (2020). Üniversitedeki kız öğrencilerin özgüven düzeyleri ve etkileyen faktörler. Social Sciences Research Journal, 9(3), 133-140.
  • Bandura, A. (1997). Self-Efficacy. Harward Mental Health Letter, 13(9), 1-4.
  • Bauman, S., Toomey, R. B., & Walker, J. L. (2013). Associations among bullying, cyberbullying, and suicide in high school students. Journal of Adolescense, 36(2), 341-350.
  • Bayraktutan, F. (2005). Aile içi ilişkiler açısından internet kullanımı (Yayınlanmamış Yüksek Lisans Tezi). Sosyal Bilimler Enstitüsü, İstanbul.
  • Beale, A. V., & Hall, K. R. (2007). Cyberbullying: what school administrators (and parents) can do. Clearing House, 81(1), 8-12.
  • Beringer, A. (2011). Teacher’s perceptions and awareness of cyberbulllying among middle school students (Unpublished master’s thesis). College at Brockport, New York NY. https://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article¼1114&context¼edc_theses.
  • Bédard, K., Bouffard, T., & Pansu, P. (2014) The risks for adolescents of negatively biased self-evaluations of social competence: the mediating role of social support. Journal of Adolescence, 37(6), 787-798.
  • Bierman, K. L. (2004). Peer rejection: Developmental processes and intervention strategies. New York, NY: Guilford Press.
  • Bingöl, N. ve Tanrıkulu, T. (2014). Siber zorba ve mağdur olma ile algılanan sosyal destek düzeyi arasındaki ilişkinin incelenmesi. Akademik Bakış Dergisi, 43. http://static.dergipark.org.tr/article-download/6c15/20ba/9255/imp-JA94TU92HE-0.pdf?.
  • Blinka, L., Sablaturova, N., Sevcikova, A., & Husarova, D. (2020). Social constraints associated with excessive internet use in adolescents: the role of family, school, peers, and neighbourhood. International Journal of Public Health, 65, 1279-1287.
  • Brewer, G., & Kerslake, J. (2015). Cyberbullying, self-esteem, empathy and loneliness. Computers in Human Behavior, 48, 255-260.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz Ş. ve Demirel, F. (2012). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
  • Camerini, A., Marciano, L., Carrara, A., & Schulz, P. J. (2020). Cyberbullying perpetration and victimization among children andadolescents: A systematic review of longitudinal studies. Telematics and Informatics, 49, 101362. https://doi.org/10.1016/j.tele.2020.101362.
  • Carvalho, M., Branquinho, C., & Matos, M. G. (2021). Cyberbullying and Bullying: Impact on Psychological Symptoms and Well-Being. Child Indicators Research, 14, 435-452.
  • Centers of Disease Control and Prevention (CDCP) (2019). Preventing bullying. https://www.cdc.gov/violenceprevention/youthviolence/bullyingresearch/fastfact.html.
  • Chun, J., Lee, J., Kim, J., & Lee, S. (2020). An international systematic review of cyberbullying measurements. Computers in Human Behavior, 113, 1-12.
  • Davison, C., & Stein, C. (2014). The dangers of cyberbullying. North American Journal of Psychology, 16, 595-606.
  • Dilmaç, B. ve Özkan, C. (2019). Lise öğrencilerinde öznel mutluluk, suçluluk ve utancın yordayıcısı olarak siber zorbalık. Türk Eğitim Bilimleri Dergisi, 17(1), 195-212.
  • Doğan, T. (2008). Psikolojik belirtilerin yordayıcısı olarak sosyal destek ve iyilik hali. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(30), 30-44.
  • Doğrucan, A ve Yıldırım, Z. (2020). Kadına yönelik aile içi şiddet üzerine bir inceleme. Hacettepe Üniversitesi Sosyal Bilimler Dergisi, 2(2), 122-138.
  • Dursun, S. Gökçe, A. ve Aytaç, S. (2020). Siber zorbalık: üniversite öğrencileri üzerine bir araştırma. International Journal of Social Inquiry, 13(2), 465-485.
  • Duyan, V., Gelbal, S. ve Çalık-Var, E. (2013). Sosyal ilişki unsurları ölçeği'nin Türkçeye uyarlama çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 44, 159-169.
  • Erdur Baker, Ö. (2010). Cyberbullying and its correlation to traditional bullying, gender, and frequent and risky usage of internet-mediated communication tools. New Media & Society, 12, 109-125.
  • Eroğlu, Y. ve Güler, N. (2015). Koşullu öz-değer, riskli internet davranışları ve siber zorbalık/mağduriyet arasındaki ilişkinin incelenmesi. Sakarya University Journal of Education, 5(3), 118-129.
  • Field, A. (2005). Discovering statistics using SPSS. London: Sage Publication.
  • Goebert, D., Else, I., Matsu, C., Chung-Do, J., & Chang, J. Y. (2011). The impact of cyberbullying on substance use and mental health in a multiethnic sample. Maternal and Child Health Journal, 15, 1282-1286.
  • Grunin, L., Yu, G., & Cohen, S. S. (2021). The relationship between youth cyberbullying behaviors and their perceptions of parental emotional support. International Journal of Bullying Prevention, 3, 227-239.
  • Hellfeldt, K., López-Romero, L., & Andershed, H. (2019). Cyberbullying and psychological well-being in young adolescence: the potential protective mediation effects of social support from family, friends, and teachers. International Journal of Environmental Research and Public Health, 17, 1-16.
  • Ho, T. T. Q., Li, C., & Gu, C. (2020). Cyberbullying victimization and depressive symptoms in Vietnamese university students: Examining social support as a mediator. https://doi.org/10.1016/j.ijlcj.2020.100422.
  • Huang, Y., & Chou, C. (2013). Revisiting cyberbullying: perspectives from Taiwanese teachers. Computers & Education, 63, 227-239.
  • Humphreys, T. (2001). Çocuk eğitiminin anahtarı: Özgüven. İstanbul: Epsilon Yayıncılık.
  • Kalaycı, Ş. (2014). SPSS uygulamalı çok değişkenli istatistik teknikleri (6. bs). Ankara: Asil Yayınları.
  • Karalar, M., Kumcağız, H. ve İşi, N. (2018). Erinlerde sosyal destek ve sosyal kaygı arasındaki ilişki. 20. Uluslararası Psikolojik Danışma ve Rehberlik Kongresi Tam Metin Kitabı, 46-57.
  • Karasar, N. (2005). Bilimsel araştırma yöntemi. Ankara: Nobel Yayınevi.
  • Kestel, M. ve Akbıyık, C. (2016). Siber zorbalığın öğrencilerin akademik, sosyal ve duygusal durumları üzerindeki etkisinin incelenmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(3), 844-859.
  • Kim, J., Walsh, E., Pike, K., & Thompson, E. A. (2020). Cyberbullying and victimization and youth suicide risk: the buffering effects of school connectedness. The Journal of School Nursing, 36(4), 251-257.
  • Koç S. ve Tatar M., (2020). Öğretmen adaylarının bakış açılarıyla ailenin sosyalleşme sürecindeki yeri ve etkisi. Yükseköğretim ve Bilim Dergisi, 10(3), 516-523.
  • Korsavi, S. S., & Sadoughi, M. (2021). Clustering bullying behavior of teenager students based on social competence and social preference. Psychological Methods and Models, 11(42), 1-14.
  • Kostelnik, M., Soderman, A., Whiren, A., Rupiper, M., & Gregory, K. (2014). Guiding children’s social development and learning: Theory and skills. Boston: Cengage Learning.
  • Küçükşen, K. (2020). Uluslararası öğrencilerin ön yargı algıları ve sosyal ilişki düzeyleri üzerine bir araştırma. Pearson Journal of Social Sciences & Humanities, 5(8), 120-132.
  • Lenhart, A. (2015). Teens, social media & technology: Overview 2015. Retrieved from http://www.pewinternet.org/2015/04/09/teens-social-media-technology-2015/
  • Li, P. (2021). Sustainable policies for discouraging early childhood social competence. Aggression and Violent Behavior. https://doi.org/10.1016/j.avb.2021.101701.
  • Lin, Y. C., & Yawkey, T. (2014). Parents' play beliefs and the relationship to children's social competence. Education, 135(1), 107-114.
  • Low, A. S., & Hymel, S. (2020). Interface of emotion and social competence. The Encyclopedia of Child and Adolescent Development, 1-12. DOI 10.1002/9781119171492.wecad173
  • Lozano-Blasco, R., Cort ́es-Pascual, A., & Latorre-Martínez, M. P. (2020). Being a cybervictim and a cyberbully – The duality of cyberbullying: A meta-analysis. Computers in Human Behavior, 111, 106444.
  • Magelinskaitė-Legkauskienė, S., Legkauskas, V., & Kepalaitė, A. (2018) Teacher perceptions of student social competence and school adjustment in elementary school. Cogent Psychology, 5(1), 1421406, DOI: 10.1080/23311908.2017.1421406.
  • Marín-López, I., Zych, I., Ortega-Ruiz, R., Hunter, S. C., & Llorent, V. J. (2020). Relations among online emotional content use, social and emotional competencies and cyberbullying. Children and Youth Services Review, 108. https://doi.org/10.1016/j.childyouth.2019.104647.
  • Mason, K. L. (2008). Cyberbullying: a preliminary assessment for school personnel. Psychol. Sch. 45(4), 323-348.
  • Mastorakos, T., Bambrah, V., & Muller, R. T. (2021). What about the parents? changes in and correlates of parents’ discrete emotional reactions to their child’s trauma in trauma therapy. Journal of Family Violence, 36, 1095-1106.
  • Medya Akademi (2018). Türkiye’de gençlerin sosyal medya kullanım alışkanlıkları [Araştırma Raporu]. https://medyaakademi.com.tr/2018/07/31/turkiyede-genclerin-sosyal-medya-kullanimi/ Mindes, G. (2015). Pushing up the social studies from early childhood education to the world. Young Children, 70(3), 10-15.
  • Norris, J. A. (2003). Looking at classroom management through a social and emotional learning lens. Theory into Practice, 42(4), 313-318.
  • Nowland, R., Necka, E. A., & Cacioppo, J. T. (2018). Loneliness and social internet use: pathways to reconnection in a digital world? Perspectives on Psychological Science, 13, 70-87.
  • Nurfalaq, A. C. (2021). Correlation of social competence and cyberbullying behavior on ınstagram’s user among students ın Yogyakarta. Naskah Publikasi Program Studi Psikologi, 4, 1-14.
  • Olweus, D. (1993). Bullying at school: What we know and what we can do. Malden, MA: Blackwell.
  • Onditi, H. Z., & Shapka, J. D. (2019). Cyberbullying and cybervictimization in Tanzanian secondary schools: Prevalence and predictors. Journal of Education, Humanities & Sciences, 8(1), 1-15.
  • Özbeşler, C. ve Duyan, V. (2009). Okul ortamlarında sosyal hizmet. Eğitim ve Bilim, 34(154), 17-25.
  • Park, S., Na, E. Y., & Kim, E. M. (2014). The relationship between online activities, netiquette and cyberbullying. Children and Youth Services Review, 42, 74-81.
  • Peker, A. ve Akbaba, T. (2016). Ortaokul öğrencilerinin siber zorbalık rollerini yordayan ayıredici faktörlerin incelenmesi. Turkish Studies, 11(14), 607-622.
  • Pergolizzi, F., Richmond, D., Macario, S., Gan, Z., Richmond, C., & Macario, E. (2009). Bullying in middle schools: results from a four-school survey. Journal of School Violence, 8(3), 264-279.
  • Poulin, F., & Chan, A. (2010). Friendship stability and change in childhood and adolescence. Developmental Review, 30, 257-272.
  • Repetti, R. L., Taylor, S. E., & Seeman, T. E. (2002). Risky families: Family social environments and the mental and physical health of offspring. Psychological Bulletin, 128, 330-336.
  • Romera, E. M., Rabanillo, J. L. F., Ortiz, O. G., Ruiz, R. O., & Bolanos, J. A. C. (2017). Construct, measurement and assessment of social competence in early adolescence. International Journal of Psychology and Psychological Therapy, 17(3), 337-348.
  • Rubin, K., & Rose-Krasnor, L. (1992). Interpersonal problem-solving. In V. Van Hasselt & M. Hersen (Eds.), Handbook of social development (pp. 283-324). New York: Plenum.
  • Safaria, T., & Suyono, H. (2020). The role of parent-child relationship, school climate, happiness, and empathy to predict cyberbullying behavior. International Journal of Evaluation and Research in Education, 9(3), 548-557.
  • Salisch, M., Zeman, J., Luepschen, N., & Kanevski, R. (2014). Prospective relations between adolescents’ social-emotional competencies and their friendships. Social Development, 23(4), 684-701.
  • Sarıçam, H., Akın, A., Akın, Ü. ve Çardak, M. (2013). Algılanan sosyal yetkinlik ölçeğinin Türkçe’ye uyarlanması: geçerlik ve güvenirlik çalışması. International Journal of Social Science, 6(3), 591-600.
  • Sarıçam, H., Yaman, E. ve Çelik, İ. (2016). The mediator effect of loneliness between perceived social competence and cyber bullying in turkish adolescents. International Journal of Progressive Education, 12(1), 99-107.
  • Schade, E. C., Voracek, M., & Tran, U. S. (2021). The nexus of the dark triad personality traits with cyberbullying, empathy, and emotional intelligence: a structural-equation modeling approach. Frontiers in Psychology, 12, 659282. doi: 10.3389/fpsyg.2021.659282
  • Schneider, S., O’Donnell, L., Stueve, A., & Coulter, R. (2012). Cyberbullying, school bullying, and psychological distress: A regional census of high school students. American Journal of Public Health, 102, 171-177.
  • Schultz, E., Heilman, R., & Hart, K. J. (2014). Cyber-bullying: An exploration of bystander behavior and motivation. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 8(4), article 3.
  • Sevcikova, A., & Smahel, D. (2009). Online harassment and cyberbullying in the Czech Republic: Comparison across age groups. Journal of Psychology, 217, 227-229.
  • Sezer Efe, Y., Erdem, E., ve Vural, B. (2021). Lise öğrencilerinde siber zorbalık ve internet bağımlılığı. Bağımlılık Dergisi, 22(4), 465-473.
  • Smart, J. (2018). Dijital technology use in the child, youth and family sector. https://aifs.gov.au/cfca/publications/digital-technology-use-child-youth-and-family-sector#:~:text=Australian%20Bureau%20of%20Statistics%20(ABS,%25)%20(ABS%2C%202016).
  • Sprague, J. (2014). Integrated approaches to bullying and cyber bullying in schools. Eugene: University of Oregon, Institute on Violence and Destructive Behavior.
  • Sumaedi, S., & Sumardjo, S. (2020). Factors influencing internet usage for health purposes. International Journal of Health Governance, 25(3), 205-221.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics. Boston: Pearson.
  • Taborsky, B. (2021). A positive feedback loop between sociality and social competence. Ethology, 127, 774-789.
  • Tokunaga, R. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26, 277-287.
  • Totan, T. ve Yöndem, Z. D. (2007). Ergenlerde zorbalığın anne, baba ve akran ilişkileri açısından incelenmesi. Ege Eğitim Dergisi, 8(2), 53-68.
  • Traş, Z. ve Arslan, E. (2013). Ergenlerde sosyal yetkinliğin, algılanan sosyal destek açısından incelenmesi. İlköğretim Online, 12(4), 1133-1140.
  • Tsai, C. C., & Lin, S. S. J. (2003). Internet addiction of adolescents in Taiwan: an interview study. Cyberpsychology & Behavior, 6(6), 649-652.
  • Türkiye İstatistik Kurumu (2019). Son üç ay içinde bireylerin yaş grubuna ve cinsiyetine göre bilgisayar ve internet kullanım oranları. http://www.tuik.gov.tr/PreTablo.do?alt_id=1028.
  • Ünver, H. ve Koç, Z. (2017). Siber zorbalık ile problemli internet kullanımı ve riskli internet davranışı arasındaki ilişkinin incelenmesi. Türk Eğitim Bilimleri Dergisi, 15(2), 117-140.
  • Varela, S. A. M., Teles, M. C., & Oliveira, R. F. (2020). The correlated evolution of social competence and social cognition. Functional Ecology, 34, 332-343.
  • Vatandaş, S. (2020). Sosyalleşme ve sosyalleşmenin sosyal medya mecralarındaki anlamsal ve işlevsel dönüşümü. Erciyes İletişim Dergisi, 7(2), 813-832.
  • Wang, L. (2021). The effects of cyberbullying victimization and personality characteristics on adolescent mental health: an application of the stress process model. Youth & Society, 1-22. DOI: 10.1177/0044118X211008927.
  • Wang, L., & Jiang, S. (2021). The efects of strain and negative emotions on adolescent cyberbullying perpetration: An empirical test of general strain theory. Current Psychology, https://doi.org/10.1007/s12144-021-02426-8.
  • Wang, S., & Kim, K. J. (2021). Effects of victimization experience, gender, and empathic distress on bystanders’ intervening behavior in cyberbullying, The Social Science Journal, DOI: 10.1080/03623319.2020.1861826.
  • Whittaker, E., & Kowalski, R. M. (2015). Cyberbullying via social media. Journal of School Violence, 14(1), 11–29. Willard, N. (2007). Educator’s guide to cyberbullying and cyberthreats. https://cdn.ymaws.com/www.safestates.org/resource/resmgr/imported/educatorsguide.pdf.
  • Yang, F. (2021). Coping strategies, cyberbullying behaviors, and depression among Chinese netizens during the COVID-19 pandemic: a web-based nationwide survey. Journal of Affective Disorders, 281, 138-144.
  • Yiğit, M. F., Keskin, S. ve Yurdugül, H. (2018). Ortaokullarda siber zorbalık ve aile desteği arasındaki ilişkinin cinsiyet, internet kullanımı ve öğrenim düzeyi bağlamında incelenmesi. Addicta: The Turkish Journal on Addictions, 5(2), 1-36.
  • Yoo, C. (2021). What are the characteristics of cyberbullying victims and perpetrators among South Korean students and how do their experiences change?. Child Abuse & Neglect, 113, 104923. https://doi.org/10.1016/j.chiabu.2020.104923.
  • Zencirkıran, M. (2016). Sosyoloji. Bursa: Dora Yayıncılık.
  • Zhang, F., You, Z., Fan, C., Gao, C., Cohen, R., Hsueh, Y... Zhou, Z. (2014). Friendship quality, social preference, proximity prestige, and self-perceived social competence: interactive influences on children’s loneliness. Journal of School Psychology, 52, 511-526.
  • Zhang, D., Huebner, E. S., & Tian, L. (2020). Longitudinal associations among neuroticism, depression, and cyberbullying in early adolescents. Computers in Human Behavior, 112, 1-9.

Ayrıntılar

Birincil Dil Türkçe
Konular Sosyal
Bölüm Makaleler
Yazarlar

Yener AKMAN (Sorumlu Yazar)
SULEYMAN DEMIREL UNIVERSITY, FACULTY OF EDUCATION
0000-0002-6107-3911
Türkiye

Yayımlanma Tarihi 28 Nisan 2022
Yayınlandığı Sayı Yıl 2022, Cilt 42, Sayı 1

Kaynak Göster

Bibtex @araştırma makalesi { gefad930553, journal = {Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi}, issn = {1301-9058}, address = {}, publisher = {Gazi Üniversitesi}, year = {2022}, volume = {42}, pages = {787 - 816}, doi = {10.17152/gefad.930553}, title = {Siber Zorbalık, Sosyal Yetkinlik ve Sosyal İlişki Unsurları Arasındaki İlişkilerin İncelenmesi}, key = {cite}, author = {Akman, Yener} }
APA Akman, Y. (2022). Siber Zorbalık, Sosyal Yetkinlik ve Sosyal İlişki Unsurları Arasındaki İlişkilerin İncelenmesi . Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi , 42 (1) , 787-816 . DOI: 10.17152/gefad.930553
MLA Akman, Y. "Siber Zorbalık, Sosyal Yetkinlik ve Sosyal İlişki Unsurları Arasındaki İlişkilerin İncelenmesi" . Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42 (2022 ): 787-816 <https://dergipark.org.tr/tr/pub/gefad/issue/69633/930553>
Chicago Akman, Y. "Siber Zorbalık, Sosyal Yetkinlik ve Sosyal İlişki Unsurları Arasındaki İlişkilerin İncelenmesi". Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42 (2022 ): 787-816
RIS TY - JOUR T1 - Siber Zorbalık, Sosyal Yetkinlik ve Sosyal İlişki Unsurları Arasındaki İlişkilerin İncelenmesi AU - Yener Akman Y1 - 2022 PY - 2022 N1 - doi: 10.17152/gefad.930553 DO - 10.17152/gefad.930553 T2 - Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi JF - Journal JO - JOR SP - 787 EP - 816 VL - 42 IS - 1 SN - 1301-9058- M3 - doi: 10.17152/gefad.930553 UR - https://doi.org/10.17152/gefad.930553 Y2 - 2021 ER -
EndNote %0 Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi Siber Zorbalık, Sosyal Yetkinlik ve Sosyal İlişki Unsurları Arasındaki İlişkilerin İncelenmesi %A Yener Akman %T Siber Zorbalık, Sosyal Yetkinlik ve Sosyal İlişki Unsurları Arasındaki İlişkilerin İncelenmesi %D 2022 %J Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi %P 1301-9058- %V 42 %N 1 %R doi: 10.17152/gefad.930553 %U 10.17152/gefad.930553
ISNAD Akman, Yener . "Siber Zorbalık, Sosyal Yetkinlik ve Sosyal İlişki Unsurları Arasındaki İlişkilerin İncelenmesi". Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 42 / 1 (Nisan 2022): 787-816 . https://doi.org/10.17152/gefad.930553
AMA Akman Y. Siber Zorbalık, Sosyal Yetkinlik ve Sosyal İlişki Unsurları Arasındaki İlişkilerin İncelenmesi. GEFAD. 2022; 42(1): 787-816.
Vancouver Akman Y. Siber Zorbalık, Sosyal Yetkinlik ve Sosyal İlişki Unsurları Arasındaki İlişkilerin İncelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi. 2022; 42(1): 787-816.
IEEE Y. Akman , "Siber Zorbalık, Sosyal Yetkinlik ve Sosyal İlişki Unsurları Arasındaki İlişkilerin İncelenmesi", Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, c. 42, sayı. 1, ss. 787-816, Nis. 2022, doi:10.17152/gefad.930553