Dilmaç B.Aydo?an D.2020-03-262020-03-2620102010376Xhttps://hdl.handle.net/20.500.12395/25638Problem Statement:Rapid technological developments of the 21 st century have advanced our daily lives in various ways. Particularly in education, students frequently utilize technological resources to aid their homework and to access information. listen to radio or watch television (26.9%) and e-mails (34.2%) [26]. Not surprisingly, the increase in the use of technologies also resulted in an increase in the use of e-mail, instant messaging, chat rooms, mobile phones, mobile phone cameras and web sites by adolescents to bully peers. As cyber bullying occurs in the cyber space, lesser access to technologies would mean lesser cyber-harm. Therefore, the frequency of technology use is a significant predictor of cyber bullying and cyber victims. Cyber bullies try to harm the victim using various media. These tools include sending derogatory texts via mobile phones, sending threatening e-mails and forwarding confidential emails to everyone on the contacts list. Another way of cyber bullying is to set up a humiliating website and invite others to post comments. In other words, cyber bullies use e-mail, chat rooms, instant messaging, pagers, mobile texts and online voting tools to humiliate and frighten others and to create a sense of helplessness. No matter what type of bullying it is, it negatively affects its victims. Children who bully exhibit more emotional inhibition and attribute themselves more negative self-statements compared to non-bullies. Students whose families are not sympathetic and who receive lower emotional support are more prone to bully their peers. Bullies have authoritarian families and do not get along well with them. The family is the place where the children's physical, social and psychological needs are satisfied and where their personalities develop. As the use of the internet became prevalent so did parents' restrictions on their children's internet use. However, parents are unaware of the real harm. Studies that explain the relationship between parental attitudes and cyber bullying are scarce in literature. Thus, this study aims to investigate the relationship between cyber bullying and parental attitudes in the primary school. Purpose of Study: This study aimed to investigate the relationship between cyber bullying and parental attitudes. A second aim was to determine whether parental attitudes could predict cyber bullying and if so which variables could predict it significantly. Methods: The study had a cross-sectional and relational survey model. A demographics information form, questions about cyber bullying and a Parental Attitudes Inventory were conducted with a total of 346 students (189 females and 157 males) registered at various primary schools. Data was analysed by multiple regression analysis using the software package SPSS 16. Research Results: T-test results calculated to test the significance of the regression coefficients of parental attitudes indicated that the most significant predictor was the authoritarian attitude. According to the results, parental attitudes explained for involvement in cyber bullying (5.4%), being cyber bullied (4%), cyber bullying others (6%), introducing oneself as someone else (2.9%) and re-introducing oneself as someone else (7.7%). 89 students (25.7%) stated that they cyber bullied once or more. 147 (42.4%) students were cyber bullied. Moreover, 153 (44.4%) students have introduced themselves as someone else either online or on mobile. Research Findings and Further Research: This study indicated that the number of students who cyber bullied was more than that of the ones who were cyber victims.eninfo:eu-repo/semantics/closedAccessCyber bullyingCyber victimParental attitudesPrimary school studentsArticle67167171N/A