The Role of Reading and Digital Self-Efficacy in the Link Between Bullying and Reading Achievement

Yıl 2025, Cilt: 26 Sayı: 2, 1318 - 1353, 02.09.2025

Bahaddin Demirdiş

https://doi.org/10.17679/inuefd.1672342

https://izlik.org/JA96GU64AJ

Öz

Peer bullying continues to be a major issue in educational environments and can have potentially adverse effects on students’ academic achievement. This study investigates the complex relationship between bullying and reading achievement among fourth-grade students in Turkey, utilizing data from the 2021 cycle of the Progress in International Reading Literacy Study (PIRLS). The sample included 6,032 students, and the study employed standardized reading tests as well as self-report instruments to measure students’ experiences of bullying, their reading self-efficacy (RSE), and digital self-efficacy (DSE). The findings revealed a significant negative relationship between bullying and reading performance. Reading self-efficacy was identified as a key mediating variable, suggesting that bullying negatively impacts students’ confidence in their reading abilities, which in turn diminishes their academic performance. Furthermore, digital self-efficacy was found to moderate the relationship between reading self-efficacy and reading achievement, strengthening this link among students with higher DSE. However, DSE did not moderate the direct effect of bullying on reading outcomes. These results emphasize the critical role of both reading and digital self-efficacy in mitigating the harmful academic effects of bullying. Educational interventions that aim to enhance self-efficacy may provide students with effective coping strategies and increase their academic resilience. Future research should examine broader contextual factors to inform culturally responsive strategies for supporting bullied students.

Anahtar Kelimeler

Bullying , Reading Achievement , Self-efficacy , Digital self-efficacy

Zorbalık ile Okuma Başarısı Arasındaki İlişkide Okuma ve Dijital Öz-Yeterliğin Rolü

https://izlik.org/JA96GU64AJ

Öz

Akran Zorbalığı, eğitim ortamlarında önemli bir sorun olmaya devam etmekte ve akademik başarı üzerinde potansiyel olumsuz etkiler yaratmaktadır. Bu çalışma, dördüncü sınıf öğrencileri arasında zorbalık ve okuma başarısı arasındaki karmaşık ilişkiyi incelemekte; okuma öz-yeterliğinin aracılık ve dijital öz-yeterliğin düzenleyici rollerini incelemektedir. Çalışma, Pirls 2021 araştırmasına Türkiye örnekleminden katılan 6.032 4. sınıf öğrencisinden elde edilen veriler kullanılarak; zorbalık deneyimleri, okuma öz-yeterliği ve dijital öz-yeterlik ölçekleriyle ölçülmüş, okuma başarısı ise standart başarı testleriyle değerlendirilmiştir. Bulgular, zorbalık ile okuma başarısı arasında negatif bir ilişki olduğunu ortaya koymakta; okuma öz-yeterliğinin bu ilişkide kilit bir aracı olduğunu göstermektedir. Zorbalığa maruz kalan öğrenciler daha düşük okuma öz-yeterliği bildirmekte; bu da daha düşük okuma başarısıyla ilişkilendirilmektedir. Ayrıca, dijital öz-yeterlik bir düzenleyici olarak ortaya çıkmakta ve okuma öz-yeterliği ile okuma başarısı arasındaki ilişkiyi güçlendirmektedir. Ancak dijital öz-yeterlik, zorbalığın okuma başarısı üzerindeki doğrudan etkisini hafifletmemektedir. Bu sonuçlar, öz-yeterliğin akademik başarıdaki kritik rolünü vurgulamakta ve hem okuma hem de dijital öz-yeterliğin desteklenmesinin zorbalığın olumsuz etkilerini azaltmaya yardımcı olabileceğini göstermektedir. Öz-yeterliği geliştirmeye yönelik eğitimsel müdahaleler, öğrencilere başa çıkma stratejileri kazandırarak akademik dirençlerini artırabilir. Gelecek araştırmalar, bu dinamikleri şekillendiren farklı bağlamsal faktörleri içeren modelleri daha derinlemesine inceleyerek, zorbalığa maruz kalan öğrencileri desteklemek için etkili stratejiler geliştirmeyi sağlayabilir.

Anahtar Kelimeler

Zorbalık , Okuma Başarısı , Öz-yeterlik , Dijital öz-yeterlik

Kaynakça

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