Çocukların Aile İşlevselliği Algıları ile Zorbalığa Yönelik Tutumları Arasındaki İlişkide Stresin Aracı Rolü

Öz

Bu araştırmanın amacı 4., 5. ve 6. sınıf öğrencilerinin aile işlevselliği algısı ile zorbalığa yönelik tutumu arasındaki ilişkide stresin aracı rolünü incelemektir. Araştırmanın çalışma grubunu 2020-2021 eğitim öğretim yılında Eskişehir ilinde 4., 5. ve 6. sınıfta öğrenim gören 180 kız ve 171 erkek olmak üzere 351 öğrenci oluşturmuştur. Veriler ‘‘Çocuklar İçin Aile İlişkileri Ölçeği’’, ‘‘Çocuklar İçin Zorbalığa Yönelik Tutum Ölçeği’’ ve ‘‘Çocuklarda Algılanan Stres Ölçeği’’ kullanılarak toplanmıştır. Ulaşılan veriler SPSS ve LISREL programı kullanılarak analiz edilmiştir. Araştırmanın amacı doğrultusunda kurulan ve yol analizi ile test edilen modelde değişkenler arası ilişkiler incelendiğinde aile işlevselliği algısı, stres ve zorbalığa yönelik tutum arasında anlamlı ilişkiler bulunmuştur. Yol analizi sonucunda ulaşılan bulguya göre öğrencilerin aile işlevselliği algısı ve zorbalığa yönelik tutum arasındaki ilişki algılanan stres aracılığıyla sağlanmaktadır. Test edilen modelin uyum iyiliği indekslerinin iyi ve kabul edilebilir düzeyde olduğu görülmüştür. Araştırmanın sonuçları ilgili literatür doğrultusunda tartışılmıştır.

Anahtar Kelimeler

• zorbalık
• stres
• aile işlevselliği

The Mediating Role of Stress in The Relationship Between Children's Perceptions of Family Functionality And Attitudes Towards Bullying

Öz

The purpose of this study is to examine the mediating role of stress in the relationship between 4th, 5th and 6th grade students' perception of family functionality and their attitudes towards bullying. The study group of the research consisted of 351 students, 180 girls and 171 boys, studying in the 4th, 5th and 6th grades in Eskişehir in the 2020-2021 academic year. Data were collected using the "Family Relations Scale for Children", "Attitudes towards Bullying Scale for Children" and "Perceived Stress Scale for Children". The data obtained was analyzed using SPSS and LISREL programs. When the relationships between variables were examined in the model established for the purpose of the research and tested with path analysis, significant relationships were found between the perception of family functionality, stress and attitudes towards bullying. According to the finding obtained as a result of the path analysis, the relationship between students' perception of family functionality and attitudes towards bullying is mediated by perceived stress. It was observed that the goodness of fit indices of the tested model were good and at an acceptable level. The results of the research were discussed in line with the relevant literature.

Anahtar Kelimeler

• Bullying
• family
• family functionality
• stress

Kaynakça

1. Andreou, E. (2001). Bully/victim problems and their association with coping behaviour in conflictual peer interactions among school-age children. Educational Psychology, 21(1), 59-66.
2. Baldry, A. C., & Farrington, D. P. (2000). Bullies and delinquents: Personal characteristics and parental styles. Journal of community & applied social psychology, 10(1), 17-31.
3. Bandura, A. (1999). Moral disengagement in the perpetration of inhumanities. Personality and social psychology review, 3(3), 193-209.
4. Bee, H ve Boyd, D. (2009). Çocuk gelişim psikolojisi. Gündüz, O. (Çev.). İstanbul: Kaknüs Yayınları.
5. Bjerke, H. (2011). It’s the way they do it: expressions of agency on child-adult relations at home and school. Children & Society, 25, 93–103.
6. Bonn, M. (1995). Associations between peer relations in childhood and adversity. Early Child Development and Care, 105(1), 77-91.
7. Boulton, M. J., Trueman, M., & Flemington, I. (2002). Associations between secondary school pupils' definitions of bullying, attitudes towards bullying, and tendencies to engage in bullying: Age and sex differences. Educational studies, 28(4), 353-370.
8. Bowlby, J. (1973). Attachment and Loss: Volume 2 Separation Anxiety and Anger New York: Basic Books.

9. Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American psychologist, 32(7), 513.
10. Christie‐Mizell, C. A. (2003). Bullying: The consequences of interparental discord and child's self‐concept. Family Process, 42(2), 237-251.
11. Cohn, D. A., Patterson, C. J., & Christopoulos, C. (1991). The family and children's peer relations. Journal of Social and Personal Relationships, 8(3), 315-346.
12. Connolloy, I., & O’Moore, M. (2003). Personality and family relations of children who bully. Personality and Individual Differences, 35, 559–567.
13. Connolloy, I., & O’Moore, M. (2003). Personality and family relations of children who bully. Personality and Individual Differences, 35, 559–567.
14. Cox, M. J., & Paley, B. (1997). Families as systems. Annual review of psychology, 48(1), 243-267.
15. Çağlar, E. E., Türk, T., ve Sanal, Y. (2019). Zorbalığa dair bilişsel yargıların, tepkisel ve amaca yönelik saldırganlığın aile içi şiddet olgusu açısından incelenmesi. IBAD Sosyal Bilimler Dergisi, 130-142.
16. Çankaya, Z. Ç., & Tümer, T. (2020). Life quality of 9-11 year-old children: Family functionality and demographic variables. Pegem Journal of Education and Instruction, 10(3), 697-724.
17. Dake, J. A., Price, J. H., & Telljohann, S. K. (2003). The nature and extent of bullying at school. Journal of school health, 73(5), 173-180.
18. Demirtaş Zorbaz, S., & Korkut Owen, F., (2013). Developing family relationship scale for children. Turkish Psychological Counseling and Guidance Journal, 4(39), 58-67.
19. Duncan, R. D. (2011). “Family relationships of bullies and victims,” in D. L. Espelage & S. M. Swearer (eds.), Bullying in North American schools (2nd ed., pp. 191–204). New York, NY: Routledge.
20. Ekşi, H., Çini, A., & Sevim, E. (2020). Çocuklarda okul temelli yalnızlık ve yaşam doyumu arasındaki ilişkide algılanan stresin aracı rolü. Kastamonu Education Journal, 28(3), 1460-1470.
21. Epstein, N. B., Bishop, D. S., & Levin, S. (1978). The McMaster model of family functioning. Journal of Marital and Family therapy, 4(4), 19-31.
22. Eslea, M., & Smith, P. K. (2000). Pupil and parent attitudes towards bullying in primary schools. European Journal of Psychology of Education, 15(2), 207-219.
23. Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and where do we go from here?. School psychology review, 32(3), 365-383.
24. Espelage, D. L., Hong, J. S., Kim, D. H., & Nan, L. (2018). Empathy, attitude towards bullying, theory-of-mind, and non-physical forms of bully perpetration and victimization among US middle school students. In Child & Youth Care Forum, 47(1), 45-60.
25. Evirgen, N (2010). “Aile içi örüntülerin çocukların algıları açısından incelenmesi”, (Yayımlanmamış Yüksek Lisans Tezi). Ankara Üniversitesi, Ankara.
26. Fakirullahoğlu, A.M.M., ve Köseoğlu, A. (2021). Çocuklar için zorbalığa yönelik tutum ölçeği’nin geçerlilik ve güvenirlik çalışması. Humanistic Perspective, 3(3), 593-609.
27. Farrington, D. P. (2005). Childhood origins of antisocial behavior. Clinical Psychology & Psychotherapy: An International Journal of Theory & Practice, 12(3), 177-190.
28. Farrington, D. P. (2005). Childhood origins of antisocial behavior. Clinical Psychology & Psychotherapy: An International Journal of Theory & Practice, 12(3), 177-190.
29. Feng, G. F. (1992). Management of Stress and Loss. Taipei: Psychological Publishing Company, Ltd.
30. Folkman, S., & Lazarus, R. S. (1988). Coping as a mediator of emotion. Journal of personality and social psychology, 54(3), 466.
31. Golberstein, E., Wen, H., & Miller, B. F. (2020). Coronavirus disease 2019 (COVID-19) and mental health for children and adolescents. JAMA pediatrics, 174(9), 819-820.
32. Gökler, R. (2009). Okullarda akran zorbalığı. Uluslararası İnsan Bilimleri Dergisi, 6(2), 511-537.
33. Graham, J. M., & Conoley, C. W. (2006). The role of marital attributions in the relationship between life stressors and marital quality. Personal Relationships, 13(2), 231-241.
34. Gür, N., Eray, Ş., Makinecioğlu, I., Siğirli, D., ve Vural, A. P. (2020). Akran zorbalığı ile aile duygu dışa vurumu ve psikopatoloji arasındaki ilişki. Anadolu Psikiyatri Dergisi, 21(1), 77-86.
35. Hawker, D. S., & Boulton, M. J. (2000). Twenty years' research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross-sectional studies. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(4), 441-455.
36. Hesketh, T., Zhen, Y., Lu, L., Dong, Z. X., Jun, Y. X., & Xing, Z. W. (2010). Stress and psychosomatic symptoms in Chinese school children: cross-sectional survey. Archives of Disease in Childhood, 95(2), 136-140.
37. Hinduja, S., & Patchin, J. W. (2010). Bullying, cyberbullying, and suicide. Archives of suicide research, 14(3), 206-221.
38. Holt, M. K., Kaufman Kantor, G., & Finkelhor, D. (2008). Parent/child concordance about bullying involvement and family characteristics related to bullying and peer victimization. Journal of School Violence, 8(1), 42-63.
39. Hughes, A. A., Hedtke, K. A., & Kendall, P. C. (2008). Family functioning in families of children with anxiety disorders. Journal of Family Psychology, 22(2), 325.
40. Kapçı, E. G. (2004). İlköğretim öğrencilerinin zorbalığa maruz kalma türünün ve sıklığının depresyon, kaygı ve benlik saygısıyla ilişkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 37(1), 1-13.
41. Kilic, S., & Altinok, M. (2017). Children's empathic tendencies: Effect of perceived family relations. New Trends and Issues Proceedings on Humanities and Social Sciences, 3(1), 150-156.
42. Kochenderfer‐Ladd, B. (2004). Peer Victimization: The Role of Emotions in Adaptive and Maladaptive Coping. Social Development, 13(3), 329-349.
43. Kochenderfer‐Ladd, B. (2004). Peer Victimization: The Role of Emotions in Adaptive and Maladaptive Coping. Social Development, 13(3), 329-349.
44. Konishi, C., & Hymel, S. (2009). Bullying and stress in early adolescence: The role of coping and social support. The Journal of Early Adolescence, 29(3), 333-356.
45. Korkut-Owen, Fidan (2015). Okul Temelli Önleyici Rehberlik ve Psikolojik Danışma. Ankara: Anı Yayıncılık.
46. Kubin Mete, B., ve Bilge, F. (2018). Çocuk istismarı: Stres, aile işlevselliği, sosyal yalıtım, kabul/red. Türk Psikolojik Danışma ve Rehberlik Dergisi, 8(51), 213-246.
47. Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.
48. Mathijssen, J. J., Koot, H. M., Verhulst, F. C., De Bruyn, E. E., & Oud, J. H. (1998). The relationship between mutual family relations and child psychopathology. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 39(4), 477-487.
49. Menesini, E., & Salmivalli, C. (2017). Bullying in schools: the state of knowledge and effective interventions. Psychology, health & medicine, 22(1), 240-253.
50. Menesini, E., Eslea, M., Smith, P. K., Genta, M. L., Giannetti, E., Fonzi, A., & Costabile, A. (1997). Cross‐national comparison of children's attitudes towards bully/victim problems in school. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 23(4),245-257.
51. Miller, I. W., Ryan, C. E., Keitner, G. I., Bishop, D. S., & Epstein, N. B. (2000). The McMaster approach to families: Theory, assessment, treatment and research. Journal of family therapy, 22(2), 168-189.
52. Minuchin, P. (1985). Families and individual development: Provocations from the field of family therapy. Child development, 289-302.
53. Modecki, K. L., Minchin, J., Harbaugh, A. G., Guerra, N. G., ve Runions, K. C. (2014). Bullying prevalence across contexts: A meta-analysis measuring cyber and traditional bullying. Journal of Adolescent Health, 55(5), 602-611.
54. Nesdale, D., & Scarlett, M. (2004). Effects of group and situational factors on pre-adolescent children’s attitudes to school bullying. International Journal of Behavioral Development, 28(5), 428-434.
55. Notko, M. & Sevont, E. (2018). Conflicts in family relations, children’s emotions and agency. Children & Society Volume, 32, 61–72.
56. Olafsen, R. N., & Viemerö, V. (2000). Bully/victim problems and coping with stress in school among 10‐to 12‐year‐old pupils in Åland, Finland. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 26(1), 57-65.
57. Olweus, D. (1973). Hackkycklingar och oversittare. Forskning om skolmobbning. Stockholm: Almqvist & Wicksell.
58. Olweus, D. (1978). Aggression in the schools: Bullies and whipping boys. Hemisphere.
59. Olweus, D. (1993). Bullying At School. What We Know And What We Can Do. Blackwell.
60. Olweus, D., & Limber, S. P. (2010). Bullying in school: evaluation and dissemination of the Olweus Bullying Prevention Program. American journal of Orthopsychiatry, 80(1), 124.
61. Olweus, D., Limber, S. P., & Breivik, K. (2019). Addressing specific forms of bullying: A large-scale evaluation of the Olweus bullying prevention program. International Journal of Bullying Prevention, 1(1), 70-84.
62. Oral, T., ve Ersan, C. (2017). Çocuklarda (8-11 yaş) algılanan stres ölçeği’nin türkçeye uyarlama çalışması. Selçuk Üniversitesi Edebiyat Fakültesi Dergisi, (37), 419-428.
63. Pisano, L., Galimi, D., & Cerniglia, L. (2020). A qualitative report on exploratory data on the possible emotional/behavioral correlates of Covid-19 lockdown in 4-10 years children in Italy. PsyArXiv Preprints, 4(3), 34–46.
64. Rican, P., Klicperova´, M. and Koucka´, T. (1993) Families of bullies and their victims: A children’s view. Studia Psychologica, 35, 261–265.
65. Rigby K (2002). New perspectives on bullying. Jessica Kingsley Publishers.
66. Rigby, K. (2003). Consequences of bullying in schools. The Canadian journal of psychiatry, 48(9), 583-590.
67. Saarni, C. (1999). The Development of Emotional Competence. New York: Guilford.
68. Salmivalli, C., & Voeten, M. (2004). Connections between attitudes, group norms, and behaviour in bullying situations. International Journal of Behavioral Development, 28(3), 246-258.
69. Sanford, K. (2003). Problem–solving conversations in marriage: Does it matter what topics couples discuss?. Personal relationships, 10(1), 97-112.
70. Schrodt, P. (2005). Family communication schemata and the circumplex model of family functioning. Western journal of communication, 69(4), 359-376.
71. Shetgiri, R., Lin, H., Avila, R. M., & Flores, G. (2012). Parental characteristics associated with bullying perpetration in US children aged 10 to 17 years. American journal of public health, 102(12), 2280-2286.
72. Simpson, E. G., Vannucci, A., Lincoln, C. R., & Ohannessian, C. M. (2020). Perceived stress moderates the impact of internalizing symptoms on family functioning in early adolescence. The Journal of Early Adolescence, 40(9), 1291-1317.
73. Smith, P. K., ve Brain, P. (2000). Bullying in schools: Lessons from two decades of research. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 26(1), 1-9.
74. Snoeren, F., & Hoefnagels, C. (2014). Measuring perceived social support and perceived stress among primary school children in the Netherlands. Child indicators research, 7(3), 473-486.
75. Stadelmann, S., Perren, S., Von Wyl, A., & Von Klitzing, K. (2007). Associations between family relationships and symptoms/strengths at kindergarten age: what is the role of children's parental representations?. Journal of Child Psychology and Psychiatry, 48(10), 996-1004.
76. Şirin, A., Özgen, G., Akca-Erol, F., & Akça-Koca, D. (2018). İlkokul 4. Sınıf Öğrencilerinin Aile İlişkilerinin Empatik Eğilimlerine Etkisi. Eğitim Bilimleri Dergisi, 48, 48.
77. Tavşancıl, E. (2002). Tutumların ölçülmesi ve SPSS ile veri analizi. Nobel Yayıncılık, Ankara.
78. Thompson, R. A. (2014). Stress and child development. The Future of Children, 41-59.
79. UNICEF. (2019). Behind the numbers: Ending school violence and bullying. Paris: UNICEF. Retirado de: https://unesdoc.unesco.org/ark:/48223/pf0000366483
80. Üstündağ, A. (2021). COVID-19 Karantinasının çocukların günlük yaşamı ve alışkanlıkları üzerindeki etkisinin incelenmesi. Ankara Üniversitesi Sosyal Bilimler Dergisi, 12(2), 14-22.
81. Van Goethem, A. A., Scholte, R. H., & Wiers, R. W. (2010). Explicit-and implicit bullying attitudes in relation to bullying behavior. Journal of abnormal child psychology, 38(6), 829-842.
82. Vanaelst, B., De Vriendt, T., Huybrechts, I., Rinaldi, S., & De Henauw, S. (2012). Epidemiological approaches to measure childhood stress. Paediatric and perinatal epidemiology, 26(3), 280-297.
83. Volpe, J. F. (2000). A guide to effective stress management. Career and Technical Education, 48(10), 183-188.
84. Wilson, S., Cunningham-Burley, S., Bancroft, A., & Backett-Milburn, K. (2012). The consequences of love: Young people and family practices in difficult circumstances. The Sociological Review, 60(1), 110-128.
85. Wu, Z., Zou, Z., Wang, F., Xiang, Z., Zhu, M., Long, Y., ... & Liu, Z. (2021). Family functioning as a moderator in the relation between perceived stress and psychotic-like experiences among adolescents during COVID-19. Comprehensive psychiatry, 111, 152274.
86. Zimmer‐Gembeck, M. J., Lees, D., & Skinner, E. A. (2011). Children's emotions and coping with interpersonal stress as correlates of social competence. Australian Journal of Psychology, 63(3), 131-141.