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Bu çalışma, lise öğrencilerinin siber zorbalık ve siber mağduriyet düzeyleri arasındaki ilişkinin bazı değişkenler açısından incelemek amacıyla yapılmıştır. Araştırmanın çalışma grubu Şanlıurfa merkezinde bulunan 8 farklı lisede öğrenim gören 343’ü kız 196’sı erkek toplam 539 öğrenciden oluşmaktadır. Öğrencilerin siber zorbalık ve siber mağduriyet düzeylerini belirlemek için Ayas ve Horzum (2010), tarafından geliştirilen “Sanal Zorba/Kurban Ölçeği” kullanılmıştır. Araştırmaya katılan öğrencilerin demografik bilgilerine ulaşmak için uzman görüşleri alınarak araştırmacı tarafından oluşturulan kişisel bilgi formu kullanılmıştır. Elde edilen veriler SPSS 20.00 programı aracılığıyla analiz edilmiştir. Araştırmanın istatistiksel sonuçlarına bakıldığında siber zorbalık ve mağduriyet puanları cinsiyet ve internete bağlanma zaman aralığı açısından farklılaşmaktadır.. Okul türü açısından anadolu lisesi öğrencilerinin fen lisesi, kız anadolu lisesi ve kız anadolu imam hatip lisesi öğrencilerinin siber zorbalık puanlarından fazla olduğu bulunmuştur. Siber mağduriyet puanlarında ise güzel sanatlar lisesi, fen lisesi, kız meslek lisesi ve anadolu lisesi öğrencilerinin puan ortalamalarının kız anadolu lisesi ve kız anadolu imam hatip lisesi öğrencilerinden yüksek olduğu bulunmuştur. Siber zorbalık ve mağduriyet puan ortalamaları anne öğrenim durumu açısından farklılaşmazken baba öğrenim durumu açısından babası okuryazar olmayan öğrencilerin siber zorbalık puan ortalamaları okuryazar olanlardan daha fazla olduğu yine babası okur-yazar olmayan öğrencilerin siber mağduriyet puan ortalamaları babası okur-yazar olan ve ilkokul mezunlarından daha fazla olduğu bulunmuştur. Siber zorbalık ve siber mağduriyet toplam puan ve alt boyut puan ortalamaları arasındaki ilişkiye bakıldığında ise toplam puanlar ve tüm alt boyut puan ortalamaları arasında pozitif yönlü bir ilişki olduğu bulunmuştur. Bu sonuçlar ilgili literatür ışığında tartışılmıştır.
This study was carried out to investigate variables of the relationship between cyber bullying and cyber victimization. The group consisted of 539 students, 343 were female and 196 were male, from 8 different high schools in Sanlıurfa. In order to determine the cyberbullying and cyber victimization levels of the students, Cyber Virtual Bully / Victim Scale was used. In order to reach the demographic information of the students, the information form, which was developed by the researcher, was used. When the statistical results of the study were analyzed, it was concluded that cyberbullying and victimization scores differed in terms of gender and internet connection time, but not differ in terms of class level. In terms of the type of school, it was found that the students of Anatolian high school, science high school girls, Anatolian high schools and girls from Anatolian imam-hatip high school were more than cyberbullying scores. In terms of victimization scores, high school students, science high schools, girls' vocational high schools and Anatolian high school students were found to be higher than their female students. While the average scores of cyber bullying and victimization did not change in terms of mother's education level, the average scores of cyber bullying students in terms of the father's educational status is higher than that of illiterate students. When the relationship between total scores and sub-dimension mean scores of cyberbullying and cyber victimization were examined. It was found that there was a positive relationship between total scores and all sub-dimension mean scores.
This study was carried out to investigate variables of the relationship between cyber bullying and cyber victimization. The group consisted of 539 students, 343 were female and 196 were male, from 8 different high schools in Şanlıurfa. In order to determine the cyberbullying and cyber victimization levels of the students, Cyber Virtual Bully / Victim Scale was used. In order to reach the demographic information of the students, information form, which was developed by the researcher, was used. When the statistical results of the study were analyzed, it was concluded that cyberbullying and victimization scores differed in terms of gender and internet connection time, but not differ in terms of class level. In terms of the type of school, it was found that the students of Anatolian high school, science high school girls, Anatolian high schools and girls from Anatolian imam-hatip high school were more than cyberbullying scores. In terms of victimization scores, high school students, science high schools, girls' vocational high schools and Anatolian high school students were found to be higher than their female students. While the mean scores of cyber bullying and victimization did not change in terms of mother's education level, the mean scores of cyberbullying students in terms of educational status of the father is higher than that of illiterate students. When the relationship between total scores and sub-dimension mean scores of cyberbullying and cyber victimization were examined. It was found that there was a positive relationship between total scores and all sub-dimension mean scores.
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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