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Bu araştırmanın amacı aileden algılanan sosyal destek ile siber zorbalığa eğilim arasındaki ilişkide arkadaştan ve öğretmenden algılanan sosyal desteğin aracı rolünü incelemektir. Araştırmanın katılımcıları 301 ortaöğretim öğrencisinden oluşmaktadır. Katılımcıların 129’u (% 43)’u kız, 172’si (% 57) ise erkektir. Katılımcılar 14-18 yaş arasındadır ve yaş ortalaması 16,6’dır. Veriler Revize Edilmiş Algılanan Sosyal Destek Ölçeği ve Siber Zorbalık Tutum Ölçeği aracılığıyla toplanmıştır. Verileri analiz etmek için SPSS 21.00 programı kullanılmıştır. Araştırmada değişkenler arası ilişkileri hesaplamak için Pearson Korelasyon Katsayısından yararlanılmıştır. Öğretmenden ve arkadaştan algılanan sosyal desteğin aileden algılanan sosyal destek ile siber zorbalığa eğilim arasındaki ilişkide aracı rol oynayıp oynamadığı hiyerarşik regresyon analiziyle incelenmiştir. Pearson korelasyon analizi sonucunda Revize Edilmiş Algılanan Sosyal Destek Ölçeğinin alt boyutları ile siber zorbalığa eğilim arasında negatif yönde ve anlamlı ilişkilerin olduğu görülmüştür. Hiyerarşik regresyon analizi bulguları aileden algılanan sosyal destek ve siber zorbalığa eğilim arasındaki ilişkide arkadaştan algılanan sosyal desteğin tam aracı rol oynadığını göstermiştir. Öte yandan öğretmenden algılanan sosyal desteğin bu ilişkide kısmi aracı rol oynadığı belirlenmiştir. Öğretmenden ve arkadaştan algılanan sosyal desteğin aracı rollerinin istatistiksel olarak anlamlı olup olmadığı Sobel z testiyle incelenmiştir. Sobel z testinden elde edilen sonuçlar her iki değişkenin aracılık rolünün de anlamlı olduğunu ortaya koymuştur. Araştırmadan elde edilen bu bulgular alanyazın doğrultusunda tartışılmıştır.
The aim of this study is to explore the role of social support perceived by friends and teachers in the relationship between social support perceived by the family and the tendency to cyber harassment. The study includes 301 high school students. 129 of the participants (43 percent) are girls and 172 (57 percent) men. The participants are between 14 and 18 years of age and the average age is 16.6. The data was collected through the Revised Detected Social Support Scale and the Cyber Abuse Attitude Scale. The SPSS 21.00 program is used to analyze data. The study used the Pearson Correlation Scorecard to calculate the intervariable relationships. The social support perceived by the teacher and the friend was studied by the hierarchical regression analysis of the relationship between the social support perceived by the family and the tendency to cyber harassment where the instrument plays a role or not. Pearson’s correlation analysis found that there were negative and meaningful relationships between the lower dimensions of the Revised Detected Social Support Scale and the tendency to cyber harassment. The hierarchical regression analysis findings showed that social support perceived by the family and the social support perceived by the friend in the relationship between social support perceived by the family and the tendency to cyber harassment plays a full instrument. On the other hand, the social support perceived by the teacher has been determined to play a partial instrument in this relationship. The Sobel z test examined whether the media roles of social support perceived by a teacher and a friend are statistically meaningful. The results from the Sobel z test showed that the mediation role of both variables is also meaningful. The findings obtained from the research have been discussed in accordance with the area.
The purpose of this study is to investigate the mediating role of perceived social support from friend and teacher on the relationships between perceived social support from family and cyberbullying tendency. Participants were 301 secondary school students.Of the participants, 129 (43 %) were female and 172 (57 %) were male. Participants were between ages 14 and 18, and the participants’ mean age was 16,6. Data were collected through Revised Perceived Social Support Scale and Cyberbulying Attidute Scale. For data analysis, SPSS 21.00 were utilized . In this study, Pearson Correlation Coefficient was used for calculating relationships between variables. It was investigated whether perceived social support from teacher and friend play mediator role on the relationships between perceived social support from family and cyberbullying tendency by hieararchical regression analysis. Pearson correlation analysis indicated that there were negative and significant relationships between the subscales of perceived social support and cyberbullying tendency. The findings of hierarchical regression analysis showed that perceived social support from friend played full mediator role in the relationship between perceived social support from family and cyberbullying tendency. On the other hand, it was determined that perceived social support from teacher played partial mediator role in this relationship. It was investigated by Sobel z test whether the mediating roles of perceived social support from teacher and friend were statistically significant. Sobel z test indicated that mediator role of both of two variables were significant. Results obtained this study were discussed in the light of the literature.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Dergi Türü : Uluslararası
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