Siber İzleyicilerin Perspektifinden Siber Zorbalığın Dinamikleri: Öğretmen ve Öğrenci Görüşleri

Öz

Mevcut araştırmada, siber zorbalığın nedenleri ile siber zorba ve mağdurun özelliklerinin, öğrenciler ve öğretmenlerin izleyici bakış açıları üzerinden incelenmesi amaçlanmıştır. Olgu bilim (fenomenoloji) desenine dayalı olarak yürütülen çalışmada, Erzurum il merkezinde öğrenim gören 20 ergen öğrenci ile çeşitli branşlarda görev yapan 11 öğretmen yer almıştır. Veriler, siber zorbalık senaryosu temelli yarı yapılandırılmış görüşme formu aracılığıyla toplanmış ve içerik analiziyle çözümlenmiştir. Bulgular, siber zorbalığın bireysel eğilimler, sosyal çevre ve dijital ortam özelliklerinin etkileşimiyle şekillenen çok boyutlu bir olgu olduğunu göstermiştir. Öğrenciler siber zorbalığı çoğunlukla eğlence, güç kazanma, dikkat çekme ve sosyal kabul arayışıyla ilişkilendirirken; öğretmenler, geçmiş mağduriyet deneyimleri, öfke kontrolü sorunları ve psikososyal yetersizlikleri ön plana çıkarmıştır. Katılımcılara göre mağdurlar genellikle çekingen, savunmasız, sosyal ilişkilerinde kırılgan ve aktif sosyal medya kullanıcılarıdır; zorbalar ise agresif, güç odaklı, duygusal açıdan yetersiz ve sosyal ilişkilerinde zayıf bireylerdir. Sonuçlar, öğrencilerin ve öğretmenlerin izleyici konumundan elde ettikleri algıların, siber zorbalığın nedenlerini, rollerini ve dinamiklerini anlamada önemli bir açıklayıcı çerçeve sunduğunu ortaya koymaktadır.

Anahtar Kelimeler

• siber zorba
• siber mağdur
• siber izleyici öğrenci
• siber izleyici öğretmen

The Dynamics of Cyberbullying from the Perspective of Bystanders: Teacher and Student Perspectives

Öz

The present study aimed to examine the causes of cyberbullying and the characteristics of cyberbullies and cybervictims from the bystander perspectives of students and teachers. The study was conducted using a phenomenological design and included 20 adolescent students attending schools in the city center of Erzurum and 11 teachers from various subject areas. Data were collected through a semi-structured interview form based on a cyberbullying scenario and analyzed using content analysis. The findings indicated that cyberbullying is a multidimensional phenomenon shaped by the interaction of individual tendencies, the social environment, and characteristics of digital environments. While students primarily associated cyberbullying with entertainment, the pursuit of power, attention seeking, and the desire for social acceptance, teachers emphasized previous experiences of victimization, difficulties in anger control, and psychosocial inadequacies. According to the participants, cybervictims were generally characterized as withdrawn, vulnerable, socially fragile, and active social media users. In contrast, cyberbullies were described as aggressive, power-oriented, emotionally deprived, and experiencing difficulties in social relationships. The findings demonstrate that students’ and teachers’ perceptions from their positions as bystanders provide an important explanatory framework for understanding the causes, roles, and dynamics of cyberbullying.

Anahtar Kelimeler

• Student cyberbystanders
• teacher cyberbystanders
• cyberbullies
• cybervictims

Kaynakça

1. Ademiluyi, A., Li, C., & Park, A. (2022). Implications and preventions of cyberbullying and social media: Systematic review. *JMIR Formative Research*, *6*(1), e30286. https://doi.org/10.2196/30286
2. Aydoğan Gedik, S., Ünsal, A., Arslantaş, D., Atay, E., & Öztürk Emiral, G. (2021). Evaluation of cyber victimization and self-esteem level in high school students. *Konuralp Medical Journal*, *13*(3), 585–593. https://doi.org/10.18521/ktd.833276
3. Bailen, N. H., Green, L. M., & Thompson, R. J. (2019). Understanding emotion in adolescents: A review of emotional frequency, intensity, instability, and clarity. *Emotion Review*, *11*(1), 63–73. https://doi.org/10.1177/1754073918768878
4. Chen, Q., & Wu, Q. (2024). The roles of teacher and parental support on adolescent cyber-bystander behaviors: A path analysis. *Frontiers in Psychology*, *15*, 1374071. https://doi.org/10.3389/fpsyg.2024.1374071
5. Creswell, J. W., & Poth, C. N. (2018). *Qualitative inquiry and research design: Choosing among five approaches* (4th ed.). SAGE Publications.
6. Crone, E. A., & van Duijvenvoorde, A. C. (2021). Multiple pathways of risk taking in adolescence. *Developmental Review*, *62*, 100996. https://doi.org/10.1016/j.dr.2021.100996
7. Çalışkan Pala, S., Ünsal, A., Öztürk Emiral, G., Demirtaş, Z., Akbulut Zencirci, S., Tözün, M., & Arslantaş, D. (2021). Evaluation of cyberbullying and multidimensional perceived social support levels in high school students of Turkey. *Journal of Istanbul Faculty of Medicine*, *84*(1), 104–112. https://doi.org/10.26650/IUITFD.2019.0106
8. Ding, J.-L., Lin, Y., & Chen, I.-H. (2025). Why individuals with trait anger and revenge motivation are more likely to engage in cyberbullying perpetration? The online disinhibition effect. *Frontiers in Public Health*, *13*, 1496965. https://doi.org/10.3389/fpubh.2025.1496965

9. Eyuboglu, M., Eyuboglu, D., Pala, S. C., Oktar, D., Demirtas, Z., Arslantas, D., & Unsal, A. (2021). Traditional school bullying and cyberbullying: Prevalence, the effect on mental health problems and self-harm behavior. *Psychiatry Research*, *297*, 113730. https://doi.org/10.1016/j.psychres.2021.113730
10. Gohal, G., Alqassim, A., Eltyeb, E., Rayyani, A., Hakami, B., Al Faqih, A., & Mahfouz, M. (2023). Prevalence and related risks of cyberbullying and its effects on adolescent. *BMC Psychiatry*, *23*(1), 39. https://doi.org/10.1186/s12888-023-04542-0
11. Hong, Y.-J., & Lee, K. (2022). Adolescent bystanders’ moral emotions in cyberbullying. *School Psychology International*, *43*(3), 271–295. https://doi.org/10.1177/01430343221088186
12. Hu, Y., Zhang, T., Shi, H. F., & Fan, C. Y. (2023). Empathy and bystander helping behavior in cyberbullying among adolescents: The mediating role of internet moral judgment and the moderating role of internet self-efficacy. *Frontiers in Psychology*, *14*, 1196571. https://doi.org/10.3389/fpsyg.2023.1196571
13. Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth. *Psychological Bulletin*, *140*(4), 1073–1137. https://doi.org/10.1037/a0035618
14. Kuckartz, U., & Rädiker, S. (2019). *Analyzing qualitative data with MAXQDA: Text, audio, and video*. Springer. https://doi.org/10.1007/978-3-030-15671-8
15. Laursen, B., & Veenstra, R. (2021). Toward understanding the functions of peer influence: A summary and synthesis of recent empirical research. *Journal of Research on Adolescence*, *31*(4), 889–907. https://doi.org/10.1111/jora.12606
16. Li, X., Shek, D. T. L., Shek, E. Y. W., & Zhang, X. (2025). Cyberbullying following cyber-victimization among Chinese children: The role of moral disengagement and normative beliefs about aggression. *Applied Research in Quality of Life*, *20*, 731–752. https://doi.org/10.1007/s11482-025-10434-0
17. Merriam, S. B., & Tisdell, E. J. (2016). *Qualitative research: A guide to design and implementation* (4th ed.). Jossey-Bass.
18. Nesi, J., Telzer, E. H., & Prinstein, M. J. (2020). Adolescent development in the digital media context. *Psychological Inquiry*, *31*(3), 229–234. https://doi.org/10.1080/1047840X.2020.1820219
19. Núñez, A., Álvarez-García, D., & Pérez-Fuentes, M. C. (2021). Anxiety and self-esteem in cyber-victimization profiles of adolescents. *Comunicar*, *29*(67), 43–54. https://doi.org/10.3916/C67-2021-04
20. Palenzuela-Luis, N., Duarte-Climents, G., Gomez-Salgado, J., Rodríguez-Gómez, J. Á., & Sánchez-Gómez, M. B. (2022). International comparison of self-concept, self-perception and lifestyle in adolescents: A systematic review. *International Journal of Public Health*, *67*, 1604954. https://doi.org/10.3389/ijph.2022.1604954
21. Patchin, J. W., & Hinduja, S. (2006). Bullies move beyond the schoolyard: A preliminary look at cyberbullying. *Youth Violence and Juvenile Justice*, 4(2), 148–169. https://doi.org/10.1177/1541204006286288
22. Patton, M. Q. (2015). *Qualitative research & evaluation methods: Integrating theory and practice* (4th ed.). SAGE Publications.
23. Polanco-Levicán, K., & Salvo-Garrido, S. (2021). Bystander roles in cyberbullying: A mini-review of who, how many, and why. *Frontiers in Psychology*, *12*, 676787. https://doi.org/10.3389/fpsyg.2021.676787
24. Rudnicki, K., Vandebosch, H., Voué, P., & Poels, K. (2023). 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
25. Salem, A. A. M. S., Al-Huwailah, A. H., Abdelsattar, M., Al-Hamdan, N. A., Derar, E., Alazmi, S., Abu Al-Diyar, M., & Griffiths, M. D. (2023). Empathic skills training as a means of reducing cyberbullying among adolescents: An empirical evaluation. *International Journal of Environmental Research and Public Health*, *20*(3), 1846. https://doi.org/10.3390/ijerph20031846
26. Sherman, L. E., Payton, A. A., Hernandez, L. M., Greenfield, P. M., & Dapretto, M. (2016). The power of the “like” in adolescence: Effects of peer influence on neural and behavioral responses to social media. *Psychological Science*, *27*(7), 1027–1035. https://doi.org/10.1177/0956797616645673
27. Sobkin, V. S., & Fedotova, A. V. (2021). Adolescents on social media: Aggression and cyberbullying. *Psychology in Russia: State of the Art*, *14*(4), 186–198. https://doi.org/10.11621/pir.2021.0412
28. Steinberg, L. (2017). *Adolescence* (11th ed.). McGraw-Hill Education.
29. Su, Y. W., Doty, J., Polley, B. R., Cakmakci, H., Swank, J., & Sickels, A. (2021). Collaborating with families to address cyberbullying: Exploring school counselors’ lived experiences. *Professional School Counseling*, *25*(1), 2156759X211053825. https://doi.org/10.1177/2156759X211053825
30. Şahin, S. S., & Ayaz-Alkaya, S. (2023). Prevalence and predisposing factors of peer bullying and cyberbullying among adolescents: A cross-sectional study. *Children and Youth Services Review*, *155*, 107216. https://doi.org/10.1016/j.childyouth.2023.107216
31. Tisdell, E. J., Merriam, S. B., & Stuckey-Peyrot, H. L. (2025). *Qualitative research: A guide to design and implementation* (5th ed.). Jossey-Bass.
32. Tomova, L., Andrews, J. L., & Blakemore, S.-J. (2021). The importance of belonging and the avoidance of social risk taking in adolescence. *Developmental Review*, *61*, 100981. https://doi.org/10.1016/j.dr.2021.100981
33. Tran, H. G. N., Thai, T. T., Dang, N. T. T., Vo, D. K., & Duong, M. H. T. (2023). Cyber-victimization and its effect on depression in adolescents: A systematic review and meta-analysis. *Trauma, Violence, & Abuse*, *24*(2), 1124–1139. https://doi.org/10.1177/15248380211050597
34. Varela, J. J., Hernández, C., Berger, C., Souza, S. B., & Pacheco, E. (2022). To ignore or not to ignore: The differential effect of coping mechanisms on depressive symptoms when facing adolescent cyberbullying. *Computers in Human Behavior*, *132*, 107268. https://doi.org/10.1016/j.chb.2022.107268
35. Wang, L., & Ngai, S. S. Y. (2022). Cyberbullying perpetration among Chinese adolescents: The role of power imbalance, fun-seeking tendency, and attitude toward cyberbullying. *Journal of Interpersonal Violence*, *37*(23–24), NP21646–NP21671. https://doi.org/10.1177/088626052110629
36. Yaman, E., & Peker, A. (2012). Ergenlerin siber zorbalık ve siber mağduriyete ilişkin algıları. *Gaziantep Üniversitesi Sosyal Bilimler Dergisi*, *11*(3), 819–833. https://dergipark.org.tr/tr/download/article-file/223319
37. Yang, J., Li, S., Gao, L., & Wang, X. (2022). Longitudinal associations among peer pressure, moral disengagement and cyberbullying perpetration in adolescents. *Computers in Human Behavior*, *137*, 107420. https://doi.org/10.1016/j.chb.2022.107420
38. Yang, J., Li, W., Wang, W., Gao, L., & Wang, X. (2021). Anger rumination and adolescents’ cyberbullying perpetration: Moral disengagement and callous-unemotional traits as moderators. *Journal of Affective Disorders*, *278*, 397–404. https://doi.org/10.1016/j.jad.2020.08.090
39. Yazıcı-Kabadayı, S., Mercan, O., & Öztemel, K. (2025). Cyberbullying roles and psychosocial dynamics: A latent profile analysis of loneliness, resilience, and self-regulation in adolescents. *BMC Public Health*, *25*, 1480. https://doi.org/10.1186/s12889-025-22745-w
40. Yıldırım, A., & Şimşek, H. (2016). *Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]* (10th ed.). Seçkin Yayıncılık.
41. Zhao, L., Wu, Y., Huang, X., & Zhang, L. (2022). Network anonymity and cyberbullying among Chinese adolescents: A moderated mediation model. *International Journal of Environmental Research and Public Health*, *19*(2), 637. https://doi.org/10.3390/ijerph19020637
42. 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*, 634909. https://doi.org/10.3389/fpubh.2021.634909