Abstract:

The purpose of this study is to examine mathematics and science pre-service teachers’ cyberbullying behaviors and victimization conditions by gender, year in university, time spent on the Internet, and social media usage status. Survey study model was employed in the study. The sample of the study was comprised of 219 mathematics and science pre-service teachers whose ages ranged between 18 and 24 years. The data of the study were collected via the Cyber Victim and Bullying Scale and the data were analyzed by using Mann-Whitney U test and Kruskal Wallis test. Based on the average scores, it was revealed that the cyberbullying and cyber victimization scores of mathematics and science pre-service teachers participating in the study were significant in terms of gender variable. However, they were not found to be significant regarding their year in university, time spent on the Internet and social media usage status.

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