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Amaç: Bu tanımlayıcı araştırma, lise öğrencilerinin siber zorbalık ve internet bağımlılığı arasındaki ilişkiyi saptanması amacı ile yapılmıştır. Yöntem: Araştırma, bir il merkezindeki 9-12. sınıflarda öğrenim gören 546 lise öğrencisi ile yapılmıştır. Etik kurul ve kurum izni alınan araştırmada veriler, Ergenler için Tanıtıcı Özellikler Formu, Siber Zorbalık ve İnternet Saldırganlığı Tarama Ölçeği (SZİSTÖ) ve İnternet Bağımlılığı Ölçeği (İBÖ) ile toplanmıştır. Bulgular: Lise öğrencilerinin %59.0’ının kız, %54.0’ının 9. sınıfta olduğu, %32.2’sinin hafta içi 3-5 saat/gün, %30.2’sinin hafta sonu 3-5 saat/gün internet kullandıkları, %40.1’inin sosyal paylaşım sitelerinde (facebook, twitter, instagram, whatsapp vb.) chat yapmak için internet kullandıkları belirlenmiştir. Hafta içi ve hafta sonu internet kullanım süresi >7 saatten/gün olan lise öğrencilerinin SZİSTÖ Siber Zorba Kurbanı Olma (SZKO) ve Siber Zorba Olma (SZO) alt ölçek puan ortalamalarının yüksek olduğu bulunmuştur. Lise öğrencilerinin İBÖ toplam puanı ile SZİSTÖ-SZKO ve SZO alt ölçek puanları arasında düşük düzeyde anlamlı bir ilişki bulunmuştur. Sonuç: Öğrencilere, ailelere ve öğretmenlere internet bağımlığı, internette yaşanabilecek riskler, internetin bilinçli ve sağlıklı kullanımı, siber zorbalık konusunda sağlık profesyonelleri ve okul yönetimi/personelinin işbirliği ile bilgilendirici seminerler yapılabilir. Ayrıca farkındalık arttırıcı müdahale çalışmalarının yapılması internet bağımlılığı ve siber zorbalık/mağduriyet gibi durumların yaşanmasını azaltabilir.
Purpose: This identifying research has been done with the aim of identifying the relationship between cyber harassment and internet addiction in high school students. Method: The study was conducted with 546 high school students studying in 9-12 classes in a district center. The data in the ethical board and institution’s research was collected with the Adolescent Indicative Characteristics Form, Cyber Abuse and Internet Aggression Screening Score (SZISTÖ) and Internet Addiction Score (IBÖ). Results: 59,0% of high school students are girls, 54,0% in 9th class, 32,2% in weekly 3-5 hours/day, 30% in weekly 3-5 hours/day, 40% in social media (Facebook, Twitter, Instagram, WhatsApp, etc.) They used the internet to chat. The average scale score of students who have a week-end and weekend internet use time >7 hours/day has been high in SZISTÖ Cyber Forbidden Victim (SZKO) and Cyber Forbidden (SZO). High school students have found a meaningful relationship at a low level between the IBO total score and SZİSTÖ-SZKO and SZO sub-scale score. Results: Students, families and teachers can be informed about internet addiction, internet risks, conscious and healthy use of the internet, health professionals on cyber harassment and school management/personal cooperation. The conduct of awareness-boosting intervention studies may also reduce the occurrence of situations such as internet addiction and cyber harassment/trafficking.
Objective: This descriptive study was carried out to determine the relationship between cyberbullying and internet addiction of high school students. Method: The research was carried out on 546 high school students who studying in 9-12 grades. In this study getting the permission of the ethics committee and the institution, the data were collected using the Descriptive Characteristics Form for Adolescents, Cyber Bullying and Aggressiveness on the Internet Scanning Scale (CBAISC) and the Internet Addiction Scale (IAS). Results: Of the high school students, 59.0% were girls, 54.0% were in the 9th grade. Of the students, 32.2% used the internet for 3-5 hours/day on weekdays, 30.2% used for 3-5 hours/day on weekends, 40.1% of them used internet to chat on social networking sites (facebook, twitter, instagram, whatsapp, etc.). The mean scores of the being subjected to cyberbullying and being a cyberbully subscales of CBAISC of students who use internet >7 hours/day on weekdays and weekends were high. A low level significant correlation was found between the total IAS score and the being subjected to cyberbullying and being a cyberbully subscales scores. Conclusion: Informative seminars can be organized for students, families and teachers with the cooperation of health professionals and school administrators/staff about internet addiction, risks to the internet, conscious and healthy use of the internet, cyberbullying. In addition, conducting awareness-raising intervention activities can reduce the occurrence of situations such as internet addiction and cyberbullying / victimization.
Field : Sağlık Bilimleri; Sosyal, Beşeri ve İdari Bilimler
Journal Type : Ulusal
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