Üniversite Öğrencilerinde Çocukluk Çağı Örselenme Yaşantıları ve Bağlanma Stillerinin Siber Zorbalık ve Mağduriyete Etkisi

Yıl 2021, , 241 - 249, 01.12.2021

Burcu Türk , Aslı Yayak Nurcan Hamzaoğlu

https://doi.org/10.35365/ctjpp.21.4.25

Öz

Bu araştırmanın amacı; üniversite öğrencileri arasında siber zorbalık ve mağduriyet yaygınlığını ortaya çıkarmak; çocukluk çağı travmatik deneyimlerinin, bağlanma tarzlarının ve siber zorbalık ve mağduriyet düzeylerinin bazı değişkenler açısından farklılık gösterip göstermediğini belirlemek ve çocukluk travması deneyimlerinin ve bağlanma stillerinin siber zorbalık ve mağduriyet üzerindeki etkilerini ortaya çıkarmaktır. Çalışmada veri toplama aracı olarak Kişisel Bilgi Formu, Yakın İlişkilerde Yaşantılar Envanteri-II (YİYE-II), Çocukluk Örselenme Yaşantıları Ölçeği (ÇÖYÖ) ve Siber Mağduriyet ve Zorbalık Ölçeği (SMZÖ) kullanılmıştır. Üniversite öğrencilerinin siber mağdur alt ölçeğindeki puanları ile siber zorba alt ölçeği arasında yüksek düzeyde, pozitif yönde anlamlı bir ilişki bulunmuştur (r=.656; p=.000). Siber mağdur alt ölçeğinin puanları ile kaçıngan bağlanma ve kaygılı bağlanma alt ölçeği arasında düşük düzeyde, pozitif yönde anlamlı bir korelasyon vardı (r = .129; p = .004; r = .193; p = .000). Öğrencilerin kaçıngan ve kaygılı bağlanma seviyeleri arttıkça, siber mağduriyet seviyeleri de artmaktadır. Ayrıca, siber mağdur alt ölçeğindeki öğrencilerin puanları ile çocukluk çağı travması puanları arasında pozitif yönde anlamlı bir ilişki bulunmuştur (r = .286; p = .000). Bu çalışmada elde edilen sonuçlar, kaçıngan, kaygılı bağlanma stilleri ve çocukluk çağı travmatik yaşantılarının siber zorbalık ve siber mağduriyet açısından yordayıcı faktörler olduğunu göstermektedir. Bu bağlamda ailelerin çocukları ile sağlıklı bir iletişim kurmaları siber zorbalık ve mağduriyetin önlenmesi açısından önemlidir.

Anahtar Kelimeler

Siber Zorbalık, Siber Mağduriyet, Bağlanma Stilleri, Çocukluk Çağı Travması

The Effects of Childhood Trauma Experiences and Attachment Styles on Cyberbullying and Victimization among University Students

Öz

The purpose of this research; to reveal the prevalence of cyberbullying and victimization among university students; to determine whether childhood traumatic experiences, attachment styles and cyber bullying and victimization levels differ in terms of some variables and to reveal the effects of childhood trauma experiences and attachment styles on cyberbullying and victimization. Personal Information Form, Experiences in Close Relationships Inventory-II (EII-II), Childhood Trauma Experience Scale (CTES) and Cyber Victimization and Bullying Scale (CVBS) were used as data collection tools in the study. A high level, positive significant relationship was found between the scores of the university students in the Cyber Victim subscale and the Cyber Bully subscale (r=.656; p=.000). There was a low level, positive significant correlation between the scores of the Cyber Victim subscale and the Avoidant Attachment and Anxious Attachment subscale (r = .129; p = .004; r = .193; p = .000). As students' avoidant and anxious attachment levels increase, their cyber victimization levels increase. In addition, a positive significant relationship was found between the scores of the students in the Cyber Victim subscale and Childhood Trauma scores (r = .286; p = .000). The results obtained in this study show that avoidant, anxious attachment styles and childhood traumatic experiences are predictive factors in terms of cyberbullying and cyber victimization. In this context, it is important for families to establish a healthy communication with their children in terms of preventing cyberbullying and victimization.

Anahtar Kelimeler

Cyberbullying, Cyber-victimization, Attachment Styles, Childhood Trauma

Kaynakça

• Akbulut, Y. & Erişti, B. (2011). Cyberbullying and victimization among Turkish university students. Australasian Journal of Educational Technology, 27(7), 1155-1170.
• Arıcak, O.T., Siyanhan S, Uzunhasanoğlu A, Sarıbeyoğlu S, Çıplak S, Yılmaz N, Memmedov, C. (2008). Cyberbullying among Turkish adolescents. CyberPsychology & Behavior, 11(3), 253-261.
• Arıcak, O.T. 2009. Psychiatric symptomatology as a predictor of cyberbullying among university students. Eurasian Journal of Educational Research, 34, 167-184.
• Aslan, S.H & Alparslan, Z.N. (1999). Validity, reliability and factor structure of childhood trauma experiences in a sample of university students. Turkish Journal of Psychiatry; 10: 275-85.
• Barlett, C. & Coyne, S.M. (2014). A meta-analysis of sex differences in cyber-bullying behavior: the moderating role of age. Aggressive Behavior, 40 (5), 474-488.
• Bayraktar, F., Machackova, H., Dedkova, L., Cerna, A., & Sevcikova, A. (2015). Cyberbullying: The discrimant factors among cyberbullies, cybervictims, and cyberbully-victims in a Czech adolescent sample. Journal of Interpersonal Violence, 30(18), 3192–3216.
• Belsey, B. (2006). Cyberbullying: An emerging threat to the always on generation. Retrieved from (25.12.2020) http://www.cyberbullying.ca/pdf/Cyberbullying_Article_by_ Bill_Belsey.pdf
• Bernstein DP, Fink L, Handelsman L, Foote J, Lovejoy M, Wenzel K, et al. (1994). Initial reliability and validity of a new retrospective measure of child abuse and neglect. The American Journal of Psychiatry;151(8):1132-6.
• Bottino, S.M, Bottino, C.M, Regina, C.G, Correia, A.V, Ribeiro, W.S. (2015) Cyberbullying and adolescent mental health: Systematic review. Cadernos de saú de pú blica.; 31: 463-475. Ref.: https://tinyurl.com/y7sr8jnr
• Bourassa, C. A. L. (2012). “Student cyberbullying: raising awareness for school counselors.” (Master’s thesis). University of Wisconsin-Stout, Menomonie, ABD. http://www2.uwstout.edu/content/lib/thesis/2012/2012bourassac.pdf
• Cunningham, C.E, Chen, Y., Vaillancourt, T., Rimas, H., Deal, K, et al.(2015) Modeling the anti-cyberbullying preferences of university students: Adaptive choice-based conjoint analysis. Aggress Behav; 41: 369-385.
• Çetin, B., Yaman, E. ve Peker, A. (2011). Cyber Victim and Bullying Scale: A Study of Validity and Reliability. Computer&Education; 57 (4): 2261-2271.
• Çetinkaya, B. (2010). The prevalence of cyberbullying among secondary school students. Unpublished Master Thesis, Selçuk University, Konya.
• DePaolis, K., & Williford, A. (2015). The nature and prevalence of cyber victimization among elementary school children.Child & Youth Care Forum, 44(3), 377–393. http://dx.doi.org/10.1007/s10566-014-9292-8.
• Emirtekin, E., Balta, S., Kircaburun, K. et al. (2019) Childhood Emotional Abuse and Cyberbullying Perpetration Among Adolescents: The Mediating Role of Trait Mindfulness. Int J Ment Health Addiction. https://doi.org/10.1007/s11469-019-0055-5
• Erdur Baker, Ö. (2010). Cyberbullying and its correlations to traditional bullying, gender and frequent and risky usage of internet-mediated communication tools. New Media & Society, 12 (1), 109-125.
• Eroğlu, Y. (2011) Investigation of the Relationship between Conditional Self-Value, Risky Internet Behaviors, Internet Usage Frequency and Cyber Bullying. Sakarya University Institute of Educational Sciences, Psychological Services in Education, Master's Thesis.
• Fan, C.Y., Chu, X.W., Zhang, M. & Zhou, Z.K. (2016) Are narcissists more likely to be involved in cyberbullying? Examining the mediating role of self-esteem. J Interpers Violence. Ref.: https://tinyurl.com/ydhlf9ze
• Festi, R., Quandt, T. (2016) The role of online communication in long-term cyberbullying involvement among girls and boys. J Youth Adolesc; 45: 1931-1945. Ref.: https://tinyurl.com/yblbxatp
• Field, T. (2018). Cyberbullying: A narrative review. J Addict Ther Res. 2018; 2: 010-027. https://dx.doi.org/10.29328/journal.jatr.1001007
• Hébert, M., Cénat, J. M., Blais, M., Lavoie, F., & Guerrier, M. (2016). Child sexual abuse, bullying, cyberbullying, and mental health problems among high schools students: A moderated mediated model. Depression and Anxiety, 33(7), 623–629. http://dx.doi.org/10.1002/da.22504
• Hinduja, S., Patchin, J.W. (2010) Bullying, Cyberbullying, and Suicide, Archives of Suicide Research, 14:3, 206-221, DOI: 10.1080/13811118.2010.494133
• Hinduja, S., Patchin, J.W.(2009). Bullying beyond the school yard: Preventing and responding to cyber bullying. California: Carwin Press.
• Horzum, M. B., Ayas, T. (2011). Investigation of secondary school students' cyber bully and victim levels in terms of school type and gender. Educational Sciences and Practice, 10 (20), 139-159.
• John, A., Glendenning, A.C., Marchant, A., Montgomery, P., Stewart, A., Wood, S., Lloyd, K., Hawton, K. (2018) Self-Harm, Suicidal Behaviours, and Cyberbullying in Children and Young People: Systematic Review J Med Internet Res; 20(4):e129 DOI: 10.2196/jmir.9044
• Juvonen, J., Gross ,E.,F. (2008) Extending the school grounds ? Bullying experiences in cyberspace. Journal of School Health 78 (9) 496-505.
• Kowalski, R.M., Limber, S.P. (2007) Electronic bullying among middle school students. Journal of Adolescent Health 41.22-30.
• Kowalski, R. M., Limber, S.P., McCord, A. (2019) A developmental approach to cyberbullying: Prevalence and protectivefactors. Aggression and Violent Behavior 45 :20–32. https://doi.org/10.1016/j.avb.2018.02.009
• Li, Q. (2010). Cyberbullying İn High Schools: A Study Of Students' Behaviors And Beliefs About This New Phenomenon. Journal Of Aggression, Maltreatment & Trauma. 19. s. 4: 372-392.
• Lonje ,R . Smith ,P.K . (2008 ) Cyberbullying : Another main type of bully- ing? Scandinavian Journal of Psychology, 49 ,147-154.
• Mesch, G.S. (2009) Parental mediation,online activities and cyberbullying. Cyber - psychology and Behavior, 12 (4) ,387-393.
• Pornari, D. and Wood, J. 2010. Peer and cyber aggression in secondary school students: The role of moral disengagement, hostile attribution bias, and outcome expectations. Aggressive Behavior, 36, 81-94.
• Peker, A., Eroğlu, Y., Çitemel, N. (2012). Examination of gender mediation in the relationship between submissive behavior and cyberbullying and cyber victimization. International Journal of Human Sciences, 9 (1), 205-221
• Peker, A. (2015). Analyzing the risk factors predicting the cyberbullying status of secondary school students. Education and Science, 40(181), 57-75.
• Rao, J., Wang, H., Pang, M., Yang, J., Zhang, J., Ye, Y., ... & Dong, X. (2019). Cyberbullying perpetration and victimisation among junior and senior high school students in Guangzhou, China. Injury prevention, 25(1), 13-19.
• Rigby, K. (2013). Bullying in Schools and Its Relation to Parenting and Family Life. Family Matters, 92, 61.
• Selçuk, E., Günaydın, G., Sümer, N., & Uysal A. (2005). New measure for adult attachment styles: The psychometric evaluation of Experiences in Close Relationships - Revised (ECR-R) on a Turkish sample]. Turkish Psychological Articles, 8, 1-11.
• Selkie, E. M., Kota, R. and Moreno, M. (2016). Cyberbullying behaviors among female college students: Witnessing, perpetration and victimization. College Student Journal, 50(2), 278–287. doi:10.1126/science.1249098.Sleep
• Serin, H. (2012). Adolescents' cyberbullying / cyber victimization experiences and the opinions of teachers and education administrators regarding these behaviors. PhD Thesis, Istanbul University. Istanbul.
• Topçu ,Ç., Erdur-Baker ,Ö.,ve Çapa- Aydın ,Y. (2008) . Examination of Cyber - bullying experiences among Turkish students from different school types. Cyberpsychology and Behavior .11 (6) 643-648
• Varghese, M. E., & Pistole, M. C. (2017). College student cyberbullying: Self-esteem,depression, loneliness, and attachment. Journal of College Counseling, 20,7–21.
• Williams, K.R. & Guerra ,N .G. (2007) Prevelance and predictors of internet bull- ying . Journal of Adolescent Health, 41,14-21.