Televizyon Programlarındaki Şiddetin Yetiştirme Etkisi: Konya Lise Öğrencileri Üzerine Bir Araştırma

Yıl 2011, Sayı: 26, 355 - 367, 01.08.2011

Hasan Hüseyin Taylan

Öz

Televizyon programlarındaki şiddetin Lise öğrencileri üzerindeki yetiştirme etkisinin incelendiği bu araştırmada, televizyon programlarındaki şiddetin yetiştirme etkisi, Gerbner ve arkadaşlarının Kültürel Göstergeler Projesi kapsamında ortaya çıkan Yetiştirme Kuramıaçısından ele alınmıştır. Çalışmada, Ortaöğretim öğrencilerinin televizyon izleme pratiklerinin, öğrencilerin sosyal gerçekliğe ilişkin algılamaları acımasız ve tehlikeli dünya algısı, şiddet algısı, suç korkusu, toplumdaki şiddetin ve toplumdaki suçlu oranının tahmini üzerindeki etkisinin ortaya konmasıamaçlanmaktadır. Konya İl Merkezindeki Ortaöğretim Okullarınıtemsilen seçilen sekiz lisede öğrenim gören 640 öğrenci üzerine soru formu yardımıyla uygulanan saha araştırmasında elde edilen veriler, SPSS yardımıyla Ki-Kare, T-Testi, Hiyerarşik Çoklu Regresyon Analizi ve Lojistik Regresyon Analizi istatistik teknikleriyle yorumlandı. Araştırmada elde edilen bulgulara göre; Lise öğrencilerinin televizyonu çok izleyenlerinin az izleyenlerden; daha fazla acımasız ve tehlikeli dünya algısına, daha fazla şiddet algısına, daha fazla suç korkusuna sahip olduğu; toplumdaki şiddet oranınıve toplumdaki suçlu oranınıdaha fazla gösterdiği; Televizyon izleme süresi, Kurtlar Vadisi Pusu dizisini izleme pratikleri çok izleyenlerin hiç izlemeyenlere ve az izleyenlere göre ve cinsiyet erkeklere göre kızlar acımasız ve tehlikeli dünya algısıüzerinde yetiştirme etkisi gösterdiği ve Televizyon izleme süresi ve Kurtlar Vadisi Pusu dizisini izleme pratikleri çok izleyenlerin hiç izlemeyenlere ve az izleyenlere göre ve cinsiyet erkeklere göre kızlar suç korkusu üzerinde yetiştirme etkisi gösterdiği tespit edilmiştir.

Anahtar Kelimeler

Televizyon Şiddeti, Yetiştirme Farkı, Yetiştirme Etkisi, Acımasız ve Tehlikeli Dünya Algısı, Suç Korkusu

The Cultivatıon Effect of Violence In Television Programmes: A Study On High School Students In Konya

Öz

This study, which aims to investigate the cultivation effect of violence in television programmes on Secondary Education students, has dealt with the cultivation effect of violence in television programmes in terms of Cultivation Theory, which emerged within the scope of Cultural Indicators Project developed by Gerbner et al. According to the theory of cultivation, watching television much increases viewers’ distrust of the others, sows the perception that the world is cruel and dangerous, and leads one to think that violence in society is greater than it actually is or than the true violence in society and its effect is slow, accumulating and long-term. Moreover, it is in interaction with environmental factors and socio-demographic variables. The present study, which was conducted within the framework of Cultivation Analysis, one of the three fundamental pillars of cultivation research, aims to reveal the effects of Secondary education students’ television viewing practices on their perceptions of social reality. The main purpose of the study is to demonstrate the cultivation effect of television violence on high school students. In accordance with the purpose in question, first whether there is a cultivation differential in terms of the responses that those who watch TV a little and those who watch it a lot concerning social reality the mean world syndrome, perception of violence, fear of crime, estimation of violence in society and the percentage of criminals in society was analyzed using T-Test and Chi-Square Test. Secondly, the cultivation effect of the level of television viewing and other factors on the mean world syndrome was revealed using the Multiple Regression Analysis. Finally, the effects of the level of television viewing and other factors on fear of crime was investigated using Logistical Regression Analysis. The sample was determined according to the stratified sampling technique and the criteria for representing the population. The sample size was determined to be 674 according to 95 % reliability level and 0.03 sampling error; a total of 697 questionnaires were administered and after the elimination of some inadequate and biased questionnaires, a total of 640 questionnaires were used to analyze the data. The data, which were obtained from a field study that was conducted via a questionnaire form administered to 640 students who attended 8 high schools selected to represent Secondary Education Schools in the city of Konya were interpreted through SPSS and Independent Sample T-Test, Chi-Square, Multiple Regression Analysis, Logistic Regression Analysis statistical techniques. Three basic questions were asked to reveal the cultivation differential and cultivation effect of television viewing. The Mean World Syndrome, which constitutes of the subject matter of the first of these, is a combined measurement that indicates whether people regard the world as a violent, dangerous and cruel distrust of other place or not. The index consists of two basic concepts: a mean world syndrome based on regarding the world as a violent and dangerous place and distrust of others. Both were combined in the index that was used to measure the mean world syndrome. The reliability coefficient of the index in question is 69,7 α=69,7 . The second is a question aimed at measuring fear of crime or victimization of crime. In cultivation studies, when those who watch television a lot and those who watch it a little are compared, those who watch it a lot overestimate the possibility of being a victim of violence in comparison to the ones who watch it a little and have a higher fear of crime. The third concerns The Prediction of Violence and Number of Criminals in Society. The question “What do you think the percentage of violent crimes such as murder, rape, robbery and assault violent, sudden assault in our country is?” was asked to predict violence whereas the question “What percentage of the society is guilty? Or, what percentage of people in our country have a criminal record?” was asked to predict the percentage of criminals in society. Both questions were intended to elicit the response “television answer”. According to this, as the duration of television viewing increases, the rate of crime in society will also increase. Likewise, as the duration of television viewing increases, the rate of criminals in society will also increase, for, according to cultivation theory, television alone has a violence-intensive content. According to the findings of the study, high school students watch television for about three hours a day 2,98 hrs . When we divide the television viewing act into two categories, namely those who watch a lot and those who watch little, as Gerbner et al. did, it appears that 45.3 % of the students watch television less than 2 hours those watch television a little whereas 54.7 % of them watch television for 3 or more hours those who watch a lot . The following findings were also obtained: among the high school students, those who watched television a lot and had more mean world syndrome than those who watched television a little t=-2,692; p=0,007 ; those who watched television a lot had more fear of crime than those who watch television a little x²=11,196; df=1; p=0,001 ; those who watched television a lot had a higher perception of violence x²=15,680; df=2; p=0,0001 and criminal rates in comparison to those who watched television a little x²=23,509; df=2; p=0,0001 . In conclusion, it was found that watching television a lot or a little exhibited cultivation differential in terms of mean world syndrome, fear of crime, rate of violence in society and rate of criminals in society. It was determined that duration of television viewing, and watching the television series Walley of Wolves-Ambush Kurtlar Vadisi Pusu which has a violence-intensive content, those who watch a lot more than those who watch a little or never and gender girls more than boys had cultivation effect on mean world syndrome and fear of crime. According to this, it was determined that duration of television viewing and watching television programs with violent content had a cultivation effect on the mean world syndrome and fear of crime.

Anahtar Kelimeler

Television Violence, Cultivation Analysis, Cultivation Differantial, Cultivation Effect, Mean World Syndrome

Kaynakça

• Adalet Bakanlığı Adlî Sicil ve İstatistik Genel Müdürlüğü (2011), 2010 Yılı Sabıkalı Sayısı, Ankara.
• Avcıoğlu, G. Ş. (2009), “Küresel Bilgi Teknolojileri ve Değerler. Ankara’daki Akademisyenler Üzerine Bir Uygulama”, Yayımlanmamış Doktora Tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
• Batmaz, V. (1986), “Bir Kitle İletişim Aracı Olarak Televizyonun Siyasal ve Toplumsal Etkileri: Ampirik Bir Model Denemesi”, Yayımlanmamış Doktora Tezi, Ankara Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
• Batmaz, V. ve Aksoy, A. (1995), Türkiye’de Televizyon ve Aile, Aile Araştırma Kurumu, Ankara.
• Chandler, J. J. ve Bushman, B. J. (2007), “Mean World Syndrome”, Encyclopedia of Children, Adolescents, and The Media (Cilt: 2). (Ed.: J. J. Arnett), Sage Pub., Thousand Oaks, CA.
• Damlapınar, Zülfikar (2008), “Kamusal Söylem, Medyatik Gerçeklik ve Kültürlendirme: Kurtlar Vadisi’nin ‘İletişimci’ İzleyicileri Üzerine Bir Araştırma”, Selçuk İletişim, Cilt: 5, Sayı: 3.
• Erdönmez, E. (2009), “The Effect of Media on Citizens’ Fear of Crime in Turkey”, Yayımlanmamış Doktora Tezi, University of North Texas.
• Gerbner, G. (1998), “Cultivation Analysis: An Overview”, Mass Communication & Society, 1 (3/4).
• Gerbner, G. vd. (1978), “Cultural Indicators: Violence Profile No. 9”, Journal of Communication, 28 (3).
• Gerbner, G. vd. (1980), “The Mainstreaming of America: Violence Profile No:11”, Journal of Communication, 30(3).
• Gerbner, George vd. (1982), “Charting the Mainstream: Television’s Contributions to Political Orientations”, Journal of Communication, 32 (2).
• Gerbner, George vd. (1986), “Living with Television: The Dynamics of the Cultivation Process”, Perspectives on Media Effects, Ed. Jennings Bryant ve Dolf Zillmann, Lawrence Erlbaum.
• Gerbner, G. vd. (2002), “Growing up with Television: The Cultivation Perspective”, Media Effects: Advances in Theory and Research, Ed. Jennings Bryant ve Dolf Zillmann, Lawrence Erlbaum.
• Hetsroni, A. ve Tukachinsky, R. (2006), “Television-World Estimates, Real-World Estimates, and Television Viewing: A New Scheme for Cultivation”, Journal of Communication, 56 (1).
• Huston, A. C. vd. (1992), Big World, Small Screen: The Role Of Television in American Society, University of Nebraska Pres, Lincoln and London.
• Morgan, M. (2002), Violence and Effects Research, Television Studies, T. Miller (ed.), British Film Institute, London.
• Morgan, M. ve Shanahan, J. (1992), “Comparative Cultivation Analysis: Television and Adolescents in Argentina and Taiwan”, Mass Media Effects Across Cultures, (Ed.: Felipe Korzony ve Stella Ting-Toomey), Sage Publications, Newbury Park, London, New Delhi.
• Morgan, M. ve Shanahan, J. (2010), “The State of Cultivation”, Journal of Broadcasting & Electronic Media, 54 (2).
• Özer, Ö. (2003), “Yetiştirme Kuramı: Televizyonun Kültürel İşlevlerinin İncelenmesi”, Yayımlanmamış Doktora Tezi, Ankara Üniversitesi, Ankara.
• Özer, Ö. (2005a), “Televizyonun Yetiştirme Rolü: Ankara Çevik Kuvvet Örneği”, İletişim, Sayı: 20.
• Özer, Ö. (2005b), “Yetiştirme Kuramı: Televizyonla Yaşamanın İdeolojik Kültürel Sonuçlarına Yönelik Yapılan Araştırma”, Anadolu Üniversitesi Sosyal Bilimler Dergisi, Cilt.5, No.1, Eskişehir.
• Özer, Ö. (2005c), “Yetiştirme Kuramının Eleştiriler Bağlamında Değerlendirilmesi: Televizyonun Rezonans Etkisine Dair Bir Araştırma”, Kültür ve İletişim, 8 (1).
• Özer, Ö. (2006), “Televizyonun Şiddet Özelinde Bilin Altına yaptığı Etkiye Yönelik Yetiştirme Kuramı Çerçevesinde yapılan Araştırma”, I. Uluslararası Medya Okuryazarlığı Konferansı, Marmara İletişim Fakültesi, İstanbul.
• Özer, Ö. ve Geresimova, S. (2010), “Yetiştirme Kuramı: Televizyonun Yetiştirme Rolüne İlişkin Türkiye ve Rusya’da Yapılan Araştırma”, Medyada Şiddet Kültürü, (ed.: Ömer Özer), Literatürk, Konya.
• Perse, E. (2001), Media Effects and Society, Mahwah, NJ: Lawrence Erlbaum Associates.
• Potter, W. J. (1999), On Media Violence, Sage Publications, London.
• Salmi, V., M. Smolej ve J. Kivivuori (2007), “Crime Victimization, Exposure to Crime News and Social Trust Among Adolescents”, Young, 15.
• Sargın, S. ve Temurçin, K. (2009), Türkiye’nin Suç Coğrafyası: Şehir Asayiş Suçları, Beyaz Kalem Yayınları, Ankara.
• Shrum, L. J., ve Bischak, V. D. (2001), “Mainstreaming, Resonance and Impersonal İmpact: Testing Moderators of The Cultivation Effect For Estimates of Crime Risk”, Human Communication Research, 27 (2).
• Signorielli, N. (1990), “Television’s Mean and Dangerous World: A Continuation of the Cultural Indicators Perspective”, Cultivation Analysis: New Directions in Media Effects Research, (Ed.: Morgan, Michael ve Nancy Signorielli), Sage Publications.
• Signorielli, N. (2005), Violence in the Media: A Reference Handbook, ABC Clio inc., Santa Barbara, California.
• TÜİK, http://tuikapp.tuik.gov.tr/adnksdagitapp/adnks.zul, 2009 ADNS Sonucu, Erişim: Aralık 2010.
• Yumlu, K. (1987), “Kitle Kültürünün Oluşumunda Televizyonun Rolü”, Yayımlanmamış Doktora Tezi, Dokuz Eylül Üniversitesi, Sosyal Bilimler Enstitüsü, İzmir.