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Bu çalışmada ortaokul öğrencilerinin sanal zorbalık farkındalık durumlarının, sanal zorbalık yapma ve mağduriyet durumlarının belirlenmesi amaçlanmıştır. Çalışmada ayrıca, öğrencilerin sanal zorbalık farkındalık durumları, sanal zorbalık yapma ve mağduriyet durumları çeşitli demografik değişkenler açısından incelenmiştir. Araştırmanın çalışma grubunu Ankara’daki merkezi bir ortaokulda öğrenim görmekte olan ve “bilişim teknolojileri ve yazılım” dersi kapsamında sanal zorbalık farkındalık eğitimleri almış olan 110 öğrenci oluşturmaktadır. Bu çalışma kapsamında veriler demografik bilgi anketi, Ayas ve Horzum (2010) tarafından geliştirilen “Sanal Zorba/Mağdur Ölçeği” ve Ayas, Aydın ve Horzum (2015) tarafından geliştirilen “Sanal Zorbalık Farkındalık Ölçeği” ile toplanmıştır. Verilerin analizi sürecinde bilgisayar tabanlı bir istatistik programından faydalanılmıştır. Öğrencilerin demografik bilgilerinin belirlenmesinde betimsel analizlerden faydalanılmıştır. Demografik bilgiler ile sanal zorba/mağdur olma ve sanal zorbalık farkındalık durumları arasındaki ilişkinin belirlenmesinde Mann Whitney-U testi ile Kruskall Wallis H-Testi kullanılmıştır. Sanal zorbalık yapma, sanal zorbalık mağduriyet ve sanal zorbalık farkındalık durumları arasındaki ilişki ise spearman korelasyon yöntemiyle belirlenmiştir. Araştırma sonuçlarına göre sanal zorbalık farkındalık eğitimi almış öğrencilerin sanal zorbalık yapma oranları ve sanal mağduriyet oranları düşük düzeydedir. Öğrencilerin sanal zorbalık farkındalık düzeyleri ise yüksek düzeydedir. Öte yandan sanal zorbalık farkındalık ve sanal zorbalık düzeyleri arasında negatif bir ilişki, zorbalık ve sanal mağduriyet düzeyleri arasında pozitif bir ilişki bulunmaktadır. Ancak, sanal zorbalık farkındalık ve sanal mağduriyet düzeyleri arasında anlamlı bir ilişki bulunmamaktadır.
This study aims to identify high school students' state of virtual harassment awareness, virtual harassment and victim status. The study also studied the student’s virtual harassment awareness situations, virtual harassment and sacrifice situations in terms of various demographic variables. The research work group consists of 110 students who are studying at a central high school in Ankara and who have received virtual harassment awareness training under the course "Information Technologies and Software". In the context of this study, the data was collected with the demographic information survey, the "Sanal Zorba / Victim Scale" developed by Ayas and Horzum (2010) and the "Sanal Zorba Awareness Scale" developed by Ayas, Aydin and Horzum (2015). In the process of data analysis, a computer-based statistical program has been used. Demographical analysis of students is used. In determining the relationship between demographic information and virtual harassment/offering and virtual harassment awareness conditions, Mann Whitney-U test and Kruskall Wallis H-Test were used. The relationship between virtual harassment, virtual harassment victim and virtual harassment awareness conditions is determined by the spearman correlation method. According to the research results, the rates of virtual harassment and virtual victim rates of students who have received virtual harassment awareness training are low. The student’s level of awareness of virtual harassment is high. On the other hand, there is a negative relationship between virtual harassment awareness and virtual harassment levels, a positive relationship between harassment and virtual victim levels. However, there is no meaningful relationship between virtual harassment awareness and virtual sacrifice levels.
In this study, it was aimed to determine cyberbullying awareness situations, cyberbullying and cybervictim situations of secondary school students. In addition, cyberbullying awareness situations, cyberbullying and cyber victim situations were examined in terms of various variables. The study group was consisted of 111 students who are studying in a central secondary school in Ankara and who have received cyberbullying awareness trainings within the scope of “information technology and software” lessons. The data were collected through “Personal Information Form”, "Cyber Bully / Victim Scale" developed by Ayas and Horzum (2010) and "Cyberbullying Awareness Scale" developed by Ayas, Aydın and Horzum (2015). A computer based statistical program was used for the analysis of the data. Mann Whitney-U test and Kruskall Wallis H-Test were used to determine the relationship between demographic variables and cyberbullying / victim and cyberbullying awareness. The relationship between cyberbullying, cyber victim, and cyberbullying awareness was determined by the spearman correlation method. Within the scope of the research results, it is seen that the rates of cyberbullying and cyber victim rates of students who have been trained in cyberbullying awareness are low; while the level of cyberbullying awareness is higher. In addition, while correlation between cyberbullying and cyberbullying levels were found to be negative; correlation between cyberbullying and cyber victim levels were found to be positive. However, no significant relationship between cyberbullying awareness and cyber victim levels has been observed.
Field : Sosyal, Beşeri ve İdari Bilimler
Journal Type : Ulusal
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