Ergenlerde öz yeterlilik düzeyleri ile siber zorba olma ve siber zorbalığa maruz kalma durumları arasındaki ilişkinin incelenmesi
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Dosyalar
Tarih
2024
Yazarlar
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Yayıncı
Selçuk Üniversitesi, Sağlık Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, 14-17 yaş arasındaki ergenlerde öz yeterlilik düzeyleri ile siber zorba olma ve siber zorbalığa maruz kalma durumları arasında ilişki olup olmadığı incelenmiştir. Araştırmanın çalışma grubu Konaya ili Selçuklu merkez ilçesinde bağlı 2022-2023 öğretim yılında dört farklı devlet lisesinde eğitim gören 14-17 yaş arasındaki 512 ergenden toplanan verilerden oluşturmaktadır. Araştırma da ilişkisel tarama modeli ile ergenlerin özyeterlilik düzeylerini değerlendirmek amacıyla çocuklara "Çocuklar İçin Öz-Yeterlik Ölçeği (14-17 yaş)" ve siber zorba olma, siber mağduriyet durumları değerlendirmek amacıyla "Yenilenmiş Siber Zorbalık Envanteri (Revised Cyber Bullying Inventory- RCBI)" uygulanmıştır. Ayrıca çocukların kişisel bilgilerini elde etmek amacıyla araştırmacının düzenlediği "Kişisel Bilgi Formu" kullanılmıştır. Verilerin analizi t Test, Varyans Analizi (ANOVA), çoklu karşılaştırmalar Bonferroni testi ile yapıldı. Siber zorbalık ve siber mağduriyet puanlarının öz yeterlik puanları üzerine etkisi doğrusal çoklu regresyon analizi ile değerlendirildi. Sayısal değişkenler arasındaki ilişkiler Pearson korelasyon katsayısı ile incelendi. 14-17 yaş arasındaki Anadolu lisesi, fen lisesi, imam hatip lisesi ve meslek lisesi öğrencileri üzerinde gerçekleştirilmiş olup, siber zorbalık puanları incelendiğinde cinsiyete göre elde edilen verilerin erkeklerin siber zorba olma ve siber mağduriyet puan ortalamalarının kadınlara göre daha yüksek olduğu, Anadolu Lisesinde eğitim görenlerin siber zorbalık puan ortalamaları diğer liselerden olarak yüksek, 10. sınıf öğrencilerinin siber zorbalık ve siber mağduriyet puan ortalamalarının diğer sınıflardan yüksek olduğu görülmüştür. Algılanan akademik başarı durumu kötü olan öğrencilerin siber zorba olma puan ortalamalarının iyi ve orta olanlara göre düşük olduğu aynı şekilde günde 3 saatten fazla internette zaman geçirenlerin siber zorba olma ve siber mağduriyet puan ortalamaları 3 saatten az zaman geçirenlere göre yüksek olduğu bulgularına ulaşılmıştır. Öz yeterliliğin siber zorba olma ve siber mağduriyet ilişkisine bakılarak, ergenlerin öz yeterlik algıları üzerindeki etkilerini incelemektedir. Siber zorba olma ve siber mağduriyetin akademik, sosyal ve duygusal öz yeterlik üzerindeki etkileri farklılık göstermektedir. Akademik ve Duygusal öz yeterlik puanları arttıkça siber zorbalık ve mağduriyet puanlarının düştüğü, sosyal öz yeterlik puanları arttıkça siber zorbalık ve mağduriyet puanlarının arttığı görülmüştür. Öz yeterlik toplam puanı incelendiğinde, siber zorbalık ve mağduriyet puanlarının öz yeterlik toplam puanı ile ters orantılı olduğu belirlenmiştir. Bu da genel olarak yüksek öz yeterlik algısına sahip öğrencilerin, siber zorbalık ve mağduriyete daha az maruz kaldıklarını ve bu tür davranışları daha az sergilediklerini göstermektedir.
In this study, the relationship between self-efficacy levels and the experiences of being a cyberbully or a victim of cyberbullying among adolescents aged 14-17 was examined. The study's sample consisted of data collected from 512 adolescents aged 14-17, who were attending four different public high schools in the Selçuklu district of Konya province during the 2022-2023 academic year. The study employed a relational survey model to assess the self-efficacy levels of the adolescents using the "Self-Efficacy Scale for Children (ages 14-17)" and to evaluate instances of cyberbullying and cyber victimization using the "Revised Cyber Bullying Inventory (RCBI)." Additionally, a "Demographic Information Form" prepared by the researcher was used to obtain the demographic information of the children. Data analysis was conducted using t-tests, Variance Analysis (ANOVA), and multiple comparisons with the Bonferroni test. The impact of cyberbullying and cyber victimization scores on self-efficacy scores was assessed using linear multiple regression analysis. Relationships between numerical variables were examined using Pearson's correlation coefficient. The study was conducted on students aged 14-17 from Anatolian high schools, science high schools, Imam Hatip high schools, and vocational high schools. When examining the cyberbullying scores, it was found that the average scores for being a cyberbully and a cyber victim were higher for males than for females. Students attending Anatolian high schools had higher average cyberbullying scores compared to those from other types of high schools. Tenth-grade students had higher average scores for cyberbullying and cyber victimization compared to other grades. It was also found that students who perceived their academic performance as poor had lower average scores for being a cyberbully compared to those who perceived their performance as good or average. Similarly, students who spent more than three hours a day on the internet had higher average scores for both being a cyberbully and a cyber victim compared to those who spent less than three hours online. The study further investigated the relationship between self-efficacy and experiences of being a cyberbully or a cyber victim, examining the effects on adolescents' self-efficacy perceptions. The impact of cyberbullying and cyber victimization varied across academic, social, and emotional self-efficacy. As academic and emotional self-efficacy scores increased, the scores for cyberbullying and victimization decreased. Conversely, as social self-efficacy scores increased, the scores for cyberbullying and victimization also increased. Overall, when examining the total self-efficacy scores, it was found that there was an inverse relationship with the scores for cyberbullying and victimization. This indicates that students with a generally high sense of self-efficacy were less likely to experience or engage in cyberbullying behaviors.
In this study, the relationship between self-efficacy levels and the experiences of being a cyberbully or a victim of cyberbullying among adolescents aged 14-17 was examined. The study's sample consisted of data collected from 512 adolescents aged 14-17, who were attending four different public high schools in the Selçuklu district of Konya province during the 2022-2023 academic year. The study employed a relational survey model to assess the self-efficacy levels of the adolescents using the "Self-Efficacy Scale for Children (ages 14-17)" and to evaluate instances of cyberbullying and cyber victimization using the "Revised Cyber Bullying Inventory (RCBI)." Additionally, a "Demographic Information Form" prepared by the researcher was used to obtain the demographic information of the children. Data analysis was conducted using t-tests, Variance Analysis (ANOVA), and multiple comparisons with the Bonferroni test. The impact of cyberbullying and cyber victimization scores on self-efficacy scores was assessed using linear multiple regression analysis. Relationships between numerical variables were examined using Pearson's correlation coefficient. The study was conducted on students aged 14-17 from Anatolian high schools, science high schools, Imam Hatip high schools, and vocational high schools. When examining the cyberbullying scores, it was found that the average scores for being a cyberbully and a cyber victim were higher for males than for females. Students attending Anatolian high schools had higher average cyberbullying scores compared to those from other types of high schools. Tenth-grade students had higher average scores for cyberbullying and cyber victimization compared to other grades. It was also found that students who perceived their academic performance as poor had lower average scores for being a cyberbully compared to those who perceived their performance as good or average. Similarly, students who spent more than three hours a day on the internet had higher average scores for both being a cyberbully and a cyber victim compared to those who spent less than three hours online. The study further investigated the relationship between self-efficacy and experiences of being a cyberbully or a cyber victim, examining the effects on adolescents' self-efficacy perceptions. The impact of cyberbullying and cyber victimization varied across academic, social, and emotional self-efficacy. As academic and emotional self-efficacy scores increased, the scores for cyberbullying and victimization decreased. Conversely, as social self-efficacy scores increased, the scores for cyberbullying and victimization also increased. Overall, when examining the total self-efficacy scores, it was found that there was an inverse relationship with the scores for cyberbullying and victimization. This indicates that students with a generally high sense of self-efficacy were less likely to experience or engage in cyberbullying behaviors.
Açıklama
Anahtar Kelimeler
Ergenlik Dönemi, Öz-yeterlilik, Siber Zorbalık, Adolescence, Self-Efficacy, Cyberbullying
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Topaloğlu, H. S. (2024). Ergenlerde öz yeterlilik düzeyleri ile siber zorba olma ve siber zorbalığa maruz kalma durumları arasındaki ilişkinin incelenmesi. (Yüksek Lisans Tezi). Selçuk Üniversitesi, Sağlık Bilimleri Enstitüsü, Konya.
