Ergenlerde Okul Zorbalığının Bazı Değişkenlere Göre İncelenmesi

Sevda ASLAN, Hilal AŞICI
2.596 681

Abstract


This study aims to analyze school bullying of adolescents according to some variables. The study group consists of a total of 729 students of whom 373 (%51.2) are females and 356 (%48.8) males. Developed by Koç (2006), "Student Relationships Attitude Scale" (SRAS) was used as a data collection instrument in this study. As a result of the study it was found that while bullying personality and avoidance from bullying subscale scores show a meaningful difference according to gender, there is no meaningful difference in self assertiveness subscale score ac- cording to gender. It was also found that there is no meaningful difference in bully- ing personality, self assertiveness and avoidance from bullying subscales scores of

Keywords


Adolescent, school bullying, bullying personality, self confi- dence, avoidance from bullying.

Full Text:

PDF (Türkçe) PDF


References


Aypay, A., Durmuş, E. (2008). Zorba, kendine güvenen ve zorbalıktan kaçınan tu- tumları sergileyen lise öğrencilerinin iş birliği yapma karakter özelliği açı- sından değerlendirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 41(2), 23-42.

Büyüköztürk, Ş. (2005). Sosyal Bilimler için Veri Analizi El Kitabı. Beşinci Baskı, Pegem A Yayıncılık, Ankara.

Chase-Lansdale, P. L., Cherlin, A. J., Guttmannova, K., Fomby, P., Ribar, D. C., Coley, R. L. (2011). Long-term implications of welfare reform for the de- velopment of adolescents and young adults. Children and Youth Services Review, 33, 678-688.

Cenkseven Önder, F., Yurtal, F. (2008). An investigation of the family characteristics of bullies, victims, and positively behaving adolescents. Educational Sciences: Theory & Practice, 8(3), 821-832.

Cohen, L., Manion, L., Morrison, K. (2007). Research methods in education. 6.

Baskı. New York: Routledge.

Hazler, R. J. (1996). Breaking the Cycle of Violence: Interventions for Bullying and Victimization. Acceleratad Development, Washington, DC.

Karasar, N. (2003). Bilimsel Araştırma Yöntemi-kavramlar, ilkeler, teknikler. 12.

Baskı, Ankara: Nobel Yayın Dağıtım.

Koç, Z. (2006). Lise öğrencilerinin zorbalık düzeylerinin yordanması. Basılmamış doktora tezi, Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.

Konopka, G. (1973). Requirements for healthy development of adolescent youth.

Adolescence, 8(31), 291-316.

Lodge, J., Frydenberg, E. (2005). The role of peer bystanders in school bullying: Positive steps toward promoting peaceful schools. Theory Into Practice, 44(4), 329-336.

Olweus, D. (2002). Bullying at School. 15th Edition, Blackwell Publishing, Malden, MA.

Nation, M., Vieno, A., Perkins, D. D., Santinello, M. (2008). Bullying in school and adolescent sense of empowerment: An analysis of relationships with parents, friends, and teachers. Journal of Community & Applied Social Psychology, 18, 211-232.

Viljoen, J. L., O’Neill, M. L., Sidhu, A. (2005). Bullying behaviors in female and male adolescent offenders: prevalence, types, and association with psychosocial adjustment. Aggressive Behavior, 3, 521-536.

Pepler, D., Jiang, D., Craig, W., Connolly, J. (2008). Developmental trajectories of bullying and associated factors. Child Development, 79(2), 325-338.

Pişkin, M. (2010). Examination of peer bullying among primary and middle school children in Ankara [Ankara’daki ilköğretim öğrencileri arasında akran zor- balığının incelenmesi]. Eğitim ve Bilim, 35(156), 175-189.

Roffey, S. (2000). Addressing bully in schools: organisational factors from policy to practice. Educational and Child Psychology, 17(1), 6-19.

Townsend, L., Flisher, A. J., Chikobvu, P., Lombard, C., King, G. (2008). The relationship between bullying behaviours and high school dropout in Cape Town, South Africa. South Africa Journal of Psychology, 38(1), 21-32.

Wallen, N. E., Fraenkel, J. R. (2001). Educational research a guide to the process. 2.

Baskı. New Jersey: Lawrence Erlbaum Associates Inc.