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Negatif Duygunun Siber Zorbalık ve Mağduriyete İlişkin Yordayıcı Rolünün İncelenmesi (Investigating The Predictive Role Of Negative Affect On Cyber Bullying and Victimization)
Abstract
Bu araştırmada ortaokul öğrencilerinin siber zorbalık statülerini yordayan risk faktörlerinin incelenmesi amaçlanmıştır. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırma Erzurum'da çeşitli okullarda öğrenim gören 400 ortaokul öğrencisiyle yürütülmüştür. Veri toplama araçları olarak kişisel bilgi formu, Revize Edilmiş Siber Zorbalık Envanteri, Pozitif ve Negatif Duygu Ölçeği, Sosyal Medya Tutum Anketi kullanılmıştır. Verilerin analizi çok kategorili isimsel lojistik regresyon analizi (multinominal logistik regresyon) ile yapılmıştır. Araştırmada öğrencilerin %17'sinin siber zorbalık yaşadığı, %10.5'nin başkalarına siber zorbalık yaptığı ve %35.2'sinin de siber zorba/mağdur olduğu belirlenmiştir. Araştırma sonucuna göre sosyalleşme güçlüğü siber zorba, mağdur ve zorba/mağdur olma için risk faktörüdür. Cinsiyet ve internet kullanma süresinin siber zorba ve siber zorba/mağdur, ailelerin çocuklarının internet kullanımını denetlememesinin siber zorba, toplumsal tutum ve negatif duygunun siber zorba/mağdur olma için risk faktörü olduğu görülmüştür.
... Siber zorbalıkta mağdur rolündeki kişi, saygısızlığa, isim takılmasına, alay edilmeye, tehdit edilmeye ve başkaları tarafından yayılan dedikodunun konusu olmaya maruz kalmaktadır (Patchin & Hinduja, 2016). Bu kişi, zorba ile herhangi bir kişisel temas içerisinde bulunmasa bile psikolojik olarak zarar görmektedir (Erdur-Baker & Kavşut, 2007), yoğun negatif duygular hissedebilmektedir (Peker, 2015a;Sourander ve diğ., 2010), depresif belirtiler gösterebilmektedir (Wang, Nansel & Iannotti, 2010), akranları ile sorunlar yaşayabilmektedir ve baş ağrısı, tekrarlayan karın ağrısı, uyku güçlüğü gibi sorunlarla karşılaşabilmektedir (Sourander ve diğ., 2010). ...
... Siber zorbalıkta zorba rolündeki kişi, sanal ortamda negatif duygu yaşadığında saldırganca davranmaktadır (Peker, 2015a) ve daha az "barışçı olma" eğilimindedir (Büyükyıldırım & Dilmaç, 2015). Ayrıca bazen anonimleşerek tehdit, dışlama, dedikodu yayma amacıyla mesaj göndermektedir (Price & Dalgleish, 2010). ...
... Siber zorbalıkta mağdur rolündeki kişi, saygısızlığa, isim takılmasına, alay edilmeye, tehdit edilmeye ve başkaları tarafından yayılan dedikodunun konusu olmaya maruz kalmaktadır (Patchin & Hinduja, 2016). Bu yüzden kişi, sosyal, duygusal ve psikolojik alanlarda ciddi anlamda sorunlarla karşılaşabilmekte (Ayas & Deniz, 2014) ve yoğun negatif duygular hissedebilmektedir (Peker, 2015a;Sourander ve diğ., 2010). Bu duygular kızgınlık, acizlik, üzüntü, incinme, yalnızlık, korkma, utanma, aciz, yardıma muhtaç hissetme ve utanma gibi olumsuz duygulardır (Semerci, 2017). ...
... The results of the current study indicated that cyber victimization is a predictor of cyber bullying. This finding is similar to the findings of the research which suggested that negative emotion predicts cyber victimization and cyber bullying positively (Peker, 2015). The lack of self-expression and social skills in cyber-victims who are exposed to cyber bullying may lead them to face negative or harmful acts while they are using information and communication technologies. ...
... The lack of self-expression and social skills in cyber-victims who are exposed to cyber bullying may lead them to face negative or harmful acts while they are using information and communication technologies. Therefore, individuals with high negative emotions are more likely to face with cyber-bullying (Peker, 2015). Previous studies remarked that several negative feelings such as revenge (Dilber, 2013;Yaman & Peker, 2012), anger and hostility (Arıcak, 2009, Pornari & Wood, 2010 and aggression (Dilmaç, 2009) can be considered as the causes of bullying behavior. ...
In this study, it was aimed to determine the variables affecting self-efficacy and cyber bullying. The participants of the study were 223 high school students. The data was collected through the use of self-administered questionnaires which were the General Self-efficacy Scale, the Gratitude Scale, the Early Memories of Warmth and Safeness Scale and the Revised Cyber Bullying Inventory. Results of structural equation modeling analysis revealed that self-efficacy was affected by early memories of warmth and safeness and cyber bullying was affected by being a cyber victim. All goodness of fit indices of the model in this study was satisfactory. The results of the study demonstrated the importance of early memories of warmth in improving self-efficacy and preventing cyber victimization is effective in decreasing cyber bullying.
... Alanyazın tarandığında siber zorbalık ve siber mağduriyetin birçok ruhsal ve duygusal soruna yol açtığını vurgulayan birçok araştırma bulgusu bulunmaktadır. Peker (2015) siber zorbalık ile siber mağduriyetin olumsuz duygulanıma neden olduğunu ortaya koymaktadır. Dursun, Gökçe ve Aytaç (2020) tarafından yapılan araştırmaya göre siber zorbalığa maruz kalan yani siber mağduriyet yaşayan üniversite öğrencileri yoğun öfke, anksiyete ve üzüntü yaşamaktadırlar. ...
Recently, technological developments have been observed in many areas. Especially innovations in communication have started to transfer human relations and relationship problems to the digital environment. Behaviors such as insulting, reading or sharing private information about others, sending embarrassing messages, taking and spreading pictures of the victim on the internet are considered as cyberbullying. Individuals exposed to these behaviors experience cybervictimization. It is seen that these individuals have differentmental problems. Therefore, in this study, it was aimed to examine the cybervictimization and cyberbullying levels of university students in terms of different variables. A total of 214 participants, 171 women and 43 men, took part in this study, in which the relational survey model, one of the quantitative research methods, was used. According to the results of the research, it has been determined that cybervictimization and cyberbullying are more common in men than in women. In addition, it has been observed that individuals experience more cybervictimization and cyberbullying as the daily internet usage time increases. Finally, it was determined that there were significant relationships between cybervictimization and cyberbullying experiences and anxiety, depression and stres.
... This result is similar to the ones mentioned in the literature (Simsek et al., 2019;Yang, 2012). It is stated that the variable of cyber bullying/victimization is very common among secondary school students (Baştürk Akça et al., 2015) and creates negative emotions in students (Peker, 2015). In the study, it was found that there was a negative relationship between cyber bullying and emotional intelligence, which was similar to the results of previous studies (Baroncelli and Ciucci, 2014;Elipe et al., 2015;Extremera et al., 2018;Kokkinos and Kipritsi, 2012;Ojedokun and Idemudia, 2013). ...
This study was carried out with the aim of determining the intermediate role of Internet gaming disorder in the relationship between cyber bullying/victimization and emotional intelligence in secondary school students. The study group was composed of 272 secondary school students, 147 males and 125 females. 45 of them were the 5th grade, 82 of them were the 6th grade, 61 of them were the 7th grade and 84 of them were the 8th grade students. The data of the study was collected via the Internet Gaming Disorder Scale, the Bar-On Emotional Quotient Inventory Youth Version and the Revised Cyber Bullying/Victimization Inventory-II. In the study, the criterion sampling method, one of the sub-branches of the purposeful sampling method, one of the non-random sampling methods, was used. In this context, the research data was collected from the secondary school students playing Internet games. With the aim of testing the model related to the Internet gaming disorder, cyber bullying/victimization and emotional quotient, the AMOS 16 was used and the Path Analysis was applied. Moreover, the correlations and the descriptive statistics belonging to the variables were calculated via the SPSS 24 program. The relationships between the variables taken in hand in the study were calculated via the Pearson Correlation coefficient and the prediction levels were determined via the Path Analysis. Moreover, if the Internet gaming level differed according to gender and class level was examined via the independent samples t test.
... Modelde gösterilen tüm yollar 0.001 düzeyinde anlamlıdır. (Peker, 2015a). ...
Araştırmanın amacı ergenlerin siber zorbalık, öznel mutluluk, suçluluk ve utanç düzeyleri arasındaki ilişkilerin incelenmesidir.Araştırmanın çalışma evrenini İstanbul’un farklı ilçelerinde eğitim gören öğrenciler oluşturmaktadır.Örneklembireyler içerisinde tesadüfi örnekleme yöntemi kullanılarak belirlenmiş, 350’sı kız 270’i erkek 620 bireyden oluşmaktadır. Araştırmada ergenlerin siber zorbalık, öznel iyi oluş ve utanç ve suçlulukdüzeyleriarasındaki ilişkileri ortaya koymak için Yapısal Eşitlik Modeli, AMOS 16 sürümü kullanılmıştır. Araştırmada gerekli verilerin toplanması için Kişisel Bilgi Formu, siber zorbalık düzeylerini belirlemek için ‘Siber Zorbalık Ölçeği’, mutluluk düzeylerini ölçmek için‘Öznel Mutluluk Ölçeği’, Suçluluk ve utanç duygularını ölçmek için ise ‘Suçluluk ve Utanç Ölçeği’ kullanılmıştır.Araştırmada elde edilen bulgular ışığında, öznel mutluluk, suçluluk ve utanç arasında negatif yönlü bir ilişki görülmüştür. Suçluluk ve utançdüzeyi arttıkça öznel mutluluk düzeyi azalmaktadır. Siber zorbalık ile öznel mutluluk arasındaki ilişkisel anlamda negatif yönlü bir ilişki görülmüştür.Bireyin siber zorbalık davranışlarının öznel mutluluk düzeyi ile ters orantı gösterdiği görülmektedir.Siber zorbalık davranışlarında bulunan kişilerin öznel mutluluğunda azalma görülmektedir. Suçluluk ve utanç ile siber zorbalık arasında ilişkisel anlamda pozitif yönlü anlamlı bir ilişki görülmüştür.
... Bilgi ve iletişim teknolojilerinin olumsuz kullanımıyla gerçekleşen sanal zorbalık ile ilgili yapılan çalışmalar bu durumun özellikle öğrenciler arasında giderek artan bir sorun olduğunu ortaya koymuştur (Peker, 2015a). Alan yazında sanal zorbalıkla ilgili yapılan çalışmalar çoğunlukla ilköğretim ve ortaöğretim öğrencileri üzerinde yoğunlaşmıştır (Ayas ve Horzum, 2012;Baştürk-Akça, Ergül ve Sayımer, 2015;Bayar ve Uçanok, 2012;Erden, 2017;Eroğlu ve Peker, 2015;Karlıer Soydaş, 2011;Kavuk, 2011;Kavuk ve Keser, 2016;Kowalski ve Limber, 2007;Pamuk ve Bavlı, 2013;Peker, 2015a;Peker, 2015b;Peker, Eroğlu ve Ada, 2012;Smith ve diğerleri, 2008;Şahin, Sarı, Özer ve Er, 2010;Turan, 2013;Wolak, Mitchell ve Finkelhor, 2007;Yaman ve Peker, 2012;Ybarra, Espelage ve Mitchell, 2007). Zorbalık eğilimine sahip öğrencilerin bu davranışlarını cep telefonu ya da internet gibi iletişim araçları ile sanal ortamlarda gerçekleştirdikleri, öğrencilerin en çok sosyal paylaşım sitelerinde sanal zorba oldukları belirtilmiştir (Kowalski ve Limber, 2007;Özdemir ve Akar, 2011;Smith, ve diğerleri, 2008). ...
Özet-Bu çalışmanın amacı öğretmen adaylarının sanal zorbalık algılarını belirlemek ve sanal zorbalık algılarının cinsiyet, yaş, internet kullanım süresi, kullanılan sosyal ağ sayısı ve öğrenim görülen bölüm açısından farklılık gösterip göstermediğini incelemektir. İlişkisel tarama deseninde yürütülen araştırmanın çalışma grubunu 2016-2017 eğitim-öğretim yılı güz döneminde Batı Anadolu'da bulunan bir üniversitenin eğitim fakültesinde öğrenim görmekte olan dokuz farklı bölümdeki 268 öğretmen adayı oluşturmuştur. Çalışmanın örneklemi, uygun örnekleme yöntemi kullanılarak belirlenmiştir. Çalışmada öğretmen adaylarının sanal zorbalık algılarını belirlemek amacıyla "Öğretmen Sanal Zorbalık Algısı Ölçeği" kullanılmıştır. Yapılan çalışma sonucunda öğretmen adaylarının sanal zorbalık algılarının oldukça yüksek olduğu görülmüştür. Sanal zorbalık algı puanlarında cinsiyete göre, kadın öğretmen adayları lehine anlamlı farklılık olduğu bulunmuştur. Ayrıca sanal zorbalık algı puanlarının öğrenim görülen bölüme göre anlamlı farklılık gösterdiği, Müzik Eğitimi ile Türkçe Eğitimi bölümleri arasındaki farkın Müzik Eğitimi lehine anlamlı olduğu; yaşa, internet kullanım süresine ve kullanılan sosyal ağ sayısına göre anlamlı fark göstermediği sonucuna ulaşılmıştır. Anahtar kelimeler: öğretmen adayı, sanal zorbalık, algı. Sorumlu yazar: Gülcan ÖZTÜRK, Necatibey Eğitim Fakültesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü, Altıeylül, BALIKESİR. Bu çalışma, 3-4 Kasım 2016 tarihlerinde Ankara'da düzenlenen FATİH Projesi Eğitim Teknolojileri Zirvesi 2016'da sözlü olarak sunumu yapılan çalışmanın genişletilmiş halidir. Abstract-The aim of this study is to determine the teacher candidates' perceptions of virtual bullying and to examine whether the virtual bullying perceptions differs in terms of gender, age, duration of internet use, number of social networks used, department attended. The research was conducted in the relational survey model. The research group formed 268 teacher candidates from nine different departments of an education faculty of a university in Western Anatolia in the fall semester of the 2016-2017 academic year. The sample of the study was determined through the convenience sampling method. Teachers' Perception of Virtual Bullying Scale was used in order to determine the teacher candidates' perceptions of virtual bullying in the study. As a result of the study, it was seen that the perceptions of the teacher candidates' virtual bullying were quite high. It was found that the scores of the perception of virtual bullying were significantly different according to sex in favor of female teacher candidates. In addition, it was found that the scores of virtual bullying perception were significantly different according to department attended, between Music Education and Turkish Education departments was significant for Music Education; it did not show any significant difference according to age, duration of internet use and number of social networks used.
... Ayrıca yüksek seviyede negatif duygu durumlarına sahip bireylerin öfke, gerginlik, endişe gibi duygular içinde oldukları ve saldırganlık davranışına daha fazla meyilli oldukları görülürken, düşük seviyede negatif duygu durumuna sahip bireylerin ise daha sakin ve daha memnun oldukları belirtilmektedir [8][9][10]. (11)(12)(13)2,(14)(15)(16)(17). Ancak, üniversitelerin spor yöneticiliği bölümlerinde öğrenim gören öğrencilerin pozitif ve negatif duygu durumlarını inceleyen herhangi bir çalışmaya rastlanmamıştır. ...
Bu araştırmanın amacı, üniversitelerin spor yöneticiliği bölümünde öğrenim gören öğrencilerin pozitif ve negatif duygu
düzeylerini belirlemektir. Araştırmada spor yöneticiliği bölümünde öğrenim gören öğrencilerin, pozitif ve negatif duygu
düzeyleri belirlenmiş; cinsiyet, öğrenim görülen sınıf düzeyi, akademik başarı, sosyo-ekonomik durum ve sosyal etkinliğe
katılma değişkenleri açısından karşılaştırılmıştır. Araştırma gurubunu üniversitelerin spor yöneticiliği bölümünde öğrenim
gören toplam 400 (186 kız, 214 erkek) öğrenci oluşturmuştur. Araştırmada veri toplama aracı olarak pozitif ve negatif duygu
ölçeği kullanılmıştır. Verilerin analizinde; tanımlayıcı istatistiklerin yanı sıra; T testi, one-way Anova ve Tukey testlerinden
yararlanılmıştır. Araştırmadan elde edilen sonuçlara göre; öğrencilerin pozitif duygu puan ortalamalarının, negatif duygu
puan ortalamalarına kıyasla yüksek olduğu görülmüştür. Pozitif ve negatif duygu puan ortalamaları ile cinsiyet ve öğrenim
görülen sınıf düzeyi açısından anlamlı bir farklılığa rastlanmazken; akademik başarı düzeyi, sosyo-ekonomik durum ve sosyal
etkinliğe katılma durumu değişkenleri açısından anlamlı farklılıklar tespit edilmiştir.
Anahtar Kelimeler: Duygu, negatif duygu, pozitif duygu, spor yöneticisi.
... Bu çalışmalarda dikkat çeken en önemli noktalardan biri internet kullanım süresinin siber zorbalık ve mağduriyetin önemli bir yordayıcısı olması durumudur. Araştırma çerçevesinde gerçekleştirilen alanyazın taramasında, siber zorbalık ve mağduriyetle sosyo-ekonomik durum, internete bağlanılan yer, internet kullanım amacı, empatik eğilim, negatif duygu ve siber zorbalık farkındalığı ilişkilerin farklı boyutlarıyla araştırma konusu yapıldığı görülmüştür (Peker, 2015;Peker, Eroğlu ve Ada, 2012;Serin, 2012). ...
Özet: Bu araştırmanın amacı, lise öğrencilerinin siber zorbalık davranışı sergileme ve siber zorbalık mağduru olma durumları ile sınıf düzeyi, internet kullanım süresi, internet kullanım amacı ve internete bağlanma kaynağı arasındaki ilişkiyi incelemektir. İlişkisel tarama modelinin kullanıldığı bu araştırmanın çalışma grubunu Ankara ilinde öğrenime devam eden 266 öğrenci oluşturmuştur. Verilerin toplanması amacıyla Ayas ve Horzum (2010) tarafından geliştirilen Siber Zorba/Mağdur Ölçeği kullanılmıştır. Veriler frekans, yüzde, tek yönlü varyans analizi (ANOVA) ve Scheffi testi kullanılarak analiz edilmiştir. Araştırmada, 12. sınıf öğrencilerinin en fazla siber zorbalık davranışı sergileyen ve en fazla siber zorbalık davranışına maruz kalan sınıf düzeyi olduğu, dokuzuncu sınıf öğrencilerinin ise en az siber zorbalık davranışına maruz kalan ve en az siber zorbalık davranışı sergileyen sınıf düzeyi olduğu sonucuna ulaşılmıştır. Öğrencilerin siber zorbalık davranışı sergileme ve siber zorbalık mağduru olma durumları ile günlük internet kullanma süreleri, internet kullanma amaçları ve internete bağlanma kaynağı arasında anlamlı bir ilişki bulunamamıştır.
Anahtar Kelimeler: siber zorbalık, siber zorbalık mağduru, akran
... Ayrıca kız sınıf öğretmeni adaylarının siber zorbalık tutum düzeylerinin, erkek sınıf öğretmeni adaylarından daha yüksek olduğunu tespit etmişlerdir. Peker (2015) ortaokul öğrencilerinin yaşadığı suçluluk, üzüntü, kızgınlık gibi negatif duyguların artmasıyla birlikte siber zorbalık davranışlarının da artacağını ifade etmiştir. ...
Siber güvenlik, bilgi kaynaklarının korunmasını ve kişinin kendisi de dahil olmak üzere diğer varlıkların korunmasını kapsamaktadır. Bu çalışmada, bilişim teknolojileri ile ilgili bir bölümde öğrenim gören üniversite öğrencilerinin siber güvenlik davranışları farklı değişkenler açısından incelenmiştir. Çalışma gurubunu bir devlet, bir vakıf üniversitesinin Bilgisayar Mühendisliği ile Bilgisayar ve Öğretim Teknolojileri Öğretmenliği (BÖTE) bölümlerinde öğrenim gören toplam 170 öğrenci oluşturmaktadır. Verilerin toplanmasında Siber Güvenlik
Ölçeği (SGÖ) kullanılmıştır. Çalışmanın sonuçlarına göre öğrencilerin siber güvenliğe yönelik davranışlarının siber güvenliği sağlayacak düzeyde olduğu görülmektedir. Faktörlere göre daha ayrıntılı bir inceleme yapıldığında, öğrenciler kişisel gizliliklerini koruyabilmektedirler. Ayrıca güvenilmeyen uygulamalardan kaçınmakta ve güvenlik için önlem alabilmektedirler. Bunun yanı sıra kredi kartı veya banka kartı gibi ödeme bilgilerini koruyabilmekte ve İnternet üzerinde gezinirken arkalarında iz bırakmamaktadırlar. Erkek ve kızların siber güvenlik davranışları arasında anlamlı bir farklılık yoktur. Kişisel güvenliği koruma faktörü açısından BÖTE
bölümünde kızlar, Bilgisayar Mühendisliği bölümünde ise erkekler daha olumlu siber güvenlik davranışına sahiptirler. İnternet-bilgisayar güvenlik eğitimi alan veya bu konuda iş deneyimi olan öğrencilerin siber güvenlik davranışları daha olumludur. Farklı sınıflarda öğrenim gören öğrencilerin siber güvenlik davranışları arasında anlamlı bir farklılık bulunmamaktadır. Meslek lisesinden mezun olan öğrencilerin iz bırakmama faktörü açısından genel/düz liseden mezun olan öğrencilere göre daha dikkatli oldukları görülmektedir.
... Bu çalışmalarda dikkat çeken en önemli noktalardan biri internet kullanım süresinin siber zorbalık ve mağduriyetin önemli bir yordayıcısı olması durumudur. Araştırma çerçevesinde gerçekleştirilen alanyazın taramasında, siber zorbalık ve mağduriyetle sosyo-ekonomik durum, internete bağlanılan yer, internet kullanım amacı, empatik eğilim, negatif duygu ve siber zorbalık farkındalığı ilişkilerin farklı boyutlarıyla araştırma konusu yapıldığı görülmüştür (Peker, 2015;Peker, Eroğlu ve Ada, 2012;Serin, 2012). ...
Abstract: The purpose of this study was to examine cases of high school students’ involvement in cyberbullying and cyber victimization in terms of the students’ grade level, frequency of internet use, purpose of internet use and sources of internet access. 266 high school students, who were selected from high schools in Ankara, constituted the working group of the study. The data was collected via the Cyber Bully/Victim Survey developed by Ayas and Horzum (2010). Frequencies, percentage, one-way analysis of variance (ANOVA) and Scheffe test were used to analyze data. A significant difference was found between students’ cyberbullying and cyber victimization cases and their grade levels. However, no significant difference was found between students’ bullying and victimization cases and frequency of internet use, purpose of internet use and sources of internet access.
Keywords: cyberbullying, cyber victimization, peer bullying.
... According to their findings, a positive and linear relationship exists between adolescents' values and their subjective well-being levels. Peker (2015) studied the predictive effect of negative feelings on cyberbullying. According to that study's findings, negative feelings positively predict cyberbullying. ...
The purpose of this research is to present the relationship of teenagers’ values with their levels of cyberbullying and hopelessness, as well as to test the created model in terms of these relations. This research analyzes the predictive relationships among adolescents’ values, cyberbullying, and hopelessness through the program AMOS 19 in accordance with the structural equation model. Structural equation modeling is a statistical approach that reveals causative and reciprocal relationships between observed and latent variables. The research’s study group has been selected among teenage students in five different schools in Istanbul, one vocational school and four high schools, during the 2015-2016 academic year using the random sampling method. Of the students, 525 are female and 369 are male. The most important independent variable affecting cyberbullying in the model mentioned above is values. The most important independent variable seen in the model affecting hopelessness is also values. Additionally, the second most important variable affecting hopelessness according to the tested model is the level of expected cyberbullying.
Bullying is classified as physical bullying that involves hitting, pushing and hindering; verbal bullying that involves insulting, giving names, embarrassing; and emotional bullying that involves excluding from group, backbiting and breaking the friendship. Cyberbullying is another aspect of bullying. The purpose of this study is to develop a scale of cyberbullying behaviors for adolescents. Items in the trial form of the scale were written a literature review by the researchers. Trial form of scale consisted of 25 items. The pilot study for the scale was conducted for 231 students attending from high schools in Zonguldak province. An explanatory factor analysis was performed for the construct validity of the scale. A four-factor construct was obtained in the results of analysis. These factors were named as "dis-turbing via cyber", "cyber harassment", "vengeance", "spoofing". These four factors explained 66.235% of total variance. The Cronbach Alpha coefficients of these factors were varied between 0.58 and 0.91.
Bu çalışmada, üniversite öğrencilerinin benlik ayrımlaşması, özgecilik, iç-dış kontrol odağı ve pozitif-negatif duygu düzeyleri arasındaki ilişkilerin incelenmesi amaçlanmaktadır. Araştırmanın örneklemi, 2018-2019 eğitim-öğretim yılında, Uşak Üniversitesi, Eğitim Fakültesi’nin çeşitli bölümlerinde öğrenim görmekte olan ve araştırmaya gönüllü olarak katılmayı kabul eden 196’sı kız (%61,8), 121’i erkek (%38,2) olmak toplam 317 üniversite öğrencisinden oluşmaktadır. Katılımcıların benlik ayrımlaşması düzeylerini ölçmek amacıyla “Benlik Ayrımlaşması Ölçeği” (BAÖ), kontrol odağını belirlemek amacıyla “Rotter’in İç-Dış Kontrol Odağı Ölçeği (RİDKOÖ), özgecilik düzeylerini ölçmek amacıyla “Özgecilik Ölçeği” (ÖÖ) ve pozitif ve negatif duyguyu ölçmek amacıyla “Pozitif ve Negatif Duygu Ölçeği” (PNDÖ) kullanılmıştır. Bağımsız değişkenlerin benlik ayrımlaşmasını açıklama düzeyini belirlemek amacıyla aşamalı regresyon analizi yapılmıştır. Özgeciliğin ve pozitif ve negatif duyguların tüm boyutları birlikte alt boyutlarının birlikte benlik farklılaşmasını istatistiksel olarak anlamlı şekilde yordadığı görülmüştür. Üniversite öğrencilerinin iç ve dış kontrol odağının şans ve kişiler arası dış kontrol alt boyutu dışında benliğe ilişkin farklılaşmada bir etkisinin olmadığını tespit edilmiştir. Elde edilen bulgular, alan yazın kapsamında tartışılmış ve çeşitli önerilerde bulunulmuştur.
Abstract: Aim of the study is to investigate the relationship between the aims of use of social network sites with cyberbullying and cyber victimization in nursing students. Method: This cross-sectional and relational screening model study was conducted on 509 students who were trained in a nursing department between October-December 2018. The research data were collected by the “Questionnaire Form” prepared by the researchers, the “Revised Cyber Bullying Inventory-II (RCBI-II)”, and the “Scale of Aims of Use of Social Network Sites and Communication Skills Scale (SAUSNS-CSS)”. There was no statistically significant relationship between the RCBI-II and sub-dimensions of RCBI-II and SAUSNSCSS (p> 0.05). A statistically significant relationship was found between cyberbullying and cyber victimization which were the sub-dimensions of the RCBI-II (p<0.001). A statistically significant relationship was determined between the SAUSNS-CSS for social interaction and communication purposes, for recognition and recognition purposes and for educational purposes (p<0.001). Nursing students' social networks are more likely to use social networks for social interaction and communication. In the use of social networks, cyberbullying is increasing and cyber victimization is increasing.
Keywords: Nursing, Cyber bullying, Cyber victimization, Use of social network sites.
Bu çalışmanın amacı, Ergenler İçin Kısa Okulda Öznel İyi Oluş Ölçeği’nin Türkçe’ye uyarlanması ve psikometrik özelliklerinin incelenmesidir. Araştırma, 2014-2015 eğitim-öğretim yılında 5-8. sınıflarda eğitim gören toplam 336 öğrencinin katılımıylagerçekleştirilmiştir. Örneklemin 182’si (%54.2) kız, 154’ü ise (%45.8) erkek öğrencilerden oluşmuştur. Katılımcıların yaşları 10 ile 15 (X= 12.36, ss= 1.11) arasında değişmiştir. Ergenler İçin Kısa Okulda Öznel İyi Oluş Ölçeği’nin yapı geçerliğini incelemek için Doğrulayıcı Faktör Analizi (DFA) uygulanmıştır. Türkçe’ye uyarlanan ölçeğin ölçüt-bağıntılı geçerliğini incelemek için Pozitif ve Negatif Duygu Ölçeği, Yaşam Doyumu Ölçeği ve Çocuk ve Ergenler İçin Okula Bağlanma Ölçeği kullanılmıştır. Ölçeğin güvenirlik çalışmasında, iç tutarlık katsayıları ve test-tekrar test güvenirliği hesaplanmıştır. Araştırma bulguları, ölçeğin iki faktörlü orijinal yapısının hedef örneklemde de doğrulandığını göstermiştir. Hedef ölçek ve ölçüt ölçme araçları arasında orta düzeyde anlamlı korelasyonlar hesaplanmıştır. Güvenirlik çalışmasında, iç tutarlık katsayıları Okul Doyumu boyutunda .93; Okulda Duygu boyutunda .57; ölçeğin bütününde ise .87 olarak belirlenmiştir. Test-tekrar test güvenirlik katsayısı Okul Doyumu boyutu, Okulda Duygu boyutu ve ölçeğin bütünü için sırasıyla .59, .62 ve .73 olarak hesaplanmıştır. Sonuç olarak, tüm bu bulgular Ergenler İçin Kısa Okulda Öznel İyi Oluş Ölçeği’nin ülkemizde araştırmacılar ve uygulayıcılar tarafından kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğunu göstermiştir.
The aim of this study was to examine risk factors related to cyber bullying and victimization. The study was carried out with 160 adolescents applying to the Child/Adolescent Psychiatry Outpatient Clinic of the Faculty of Medicine of Silleyman Demirel University in Isparta, Turkey. Data was collected through using the Sodo-Demographic Information Form, Internet Addiction Scale, and Cyber Victim and Bullying Scale. The results of the study showed that cyber bullying was related to gender, the risk of Internet addiction, the frequency of visiting Internet cafes, adolescents' perception of their mothers' Internet skills, the daily duration of visiting social networking sites, usage of the Internet predominantly to play online games, the monthly income of the family, and the mothers' educational status. Cyber victimization, on the other hand, was found to be related to the risk of Internet addiction, the frequency of visiting Internet cafes, adolescents' perception of their mothers' Internet skills, and usage of the Internet predominantly to play online games. The results of the study were discussed in the light of relevant literature.
Yakın zamanda gerçekleştirilen araştırmalar, sanal zorbalığın Kuzey Amerika’da yaygın bir sorun olduğunu ortaya koymaktadır. Dünyada yaşanan sanal zorbalık olaylarına ilişkin birçok haber yapılmaktadır. Sanal zorbalığın yaygınlığını ele alan çalışmaların ve sanal zorbalık sonucu yaşanan mağduriyetlerin sayısı her geçen yıl artmaktadır. Sanal zorbalığın ne olduğunu bilmemize rağmen psikolojik etkilerinin neler olduğu hakkında mevcut bilgiler yetersizdir. Bu nedenle bu çalışma psikolojik ihtiyaçlar ile sanal zorbalık arasındaki ilişkileri incelemeyi amaçlamaktadır. Çalışmaya Selçuk Üniversitesi Eğitim Fakültesinde on beş farklı anabilim dalında öğrenim görmekte olan 666 lisans öğrencisi (231 erkek, 435 kız) katılmıştır. Bu araştırma genel tarama modeline uygun olarak yapılmıştır. Araştırmanın örneklemi tesadüfi örneklem yöntemi seçilmiştir. Çalışmada verilerin toplanmasında demografik veriler ile sanal zorbalık yapma ve maruz kalmaya ilişkin sorular ve Sıfat Tarama Listesi kullanılmıştır. Öğrencilerin % 22,5’i en az bir kere sanal zorbalık yaptıklarını belirtirken % 55,3’ü ise hayatlarında en az bir kere sanal zorbalığa maruz kaldıklarını ifade etmiştir. Erkekler kızlara oranla daha çok sanal zorbalık olayına değinmiştir. Sonuçlar saldırganlık ve ilgi görmenin sanal zorbalığı olumlu olarak yordadığına işaret etmektedir. Duyguları anlama ile sanal zorbalık arasında negatif yönde bir ilişki tespit edilmiştir. Sebat ve yakınlık sanal zorbalığa maruz kalma durumunu negatif olarak yordamaktadır. Yalnızca değişim ihtiyacı ile sanal zorbalığa maruz kalma arasında zayıf fakat olumlu bir ilişki bulunmuştur. Bu sonuçlar ışığında sanal zorbalık araştırmalarında saldırganlık ve duyguları anlamaya ilişkin daha ayrıntılı çalışmaların yapılması gerektiğini söylemek mümkündür.
This research focuses on the use of social network sites (SNS) among young Chinese users. There are twoobjectives of this study. First, the paper examines the characteristics and current situations of SNS in China. Thesecond is to examine the relationship between the types of involvement and the intensity of SNS use. This studyuses data from 200 samples, mostly young Chinese users in Beijing, China. Factor analysis suggests four factors:personal involvement in usefulness and usage, physical involvement in trust, and situational involvement inrelationships. The total variance explained by all four factors is 67.82 percent. Personal involvement onusefulness accounts for most (33.12%) of the explained variance, followed by physical involvement in trust(13.47%). In general, correlation results show that there are significant relationships between the intensity to useSNS and all types of involvement. Personal involvement in usefulness shows a very strong relationship with theintensity of SNS use(cor=.93).Through regression, the result suggests that only personal involvement inusefulness and physical involvement in trust are in the model, with a value of 88.5 percent for R2, whichsignificantly explains the intensity of SNS use. The results from this study provide insightful information on howdifferent types of involvement can influence users’ intensity of SNS use. The mostly frequently used socialnetwork sites among participants for this study are Renren, QQ(Qzone) and Sina Space.
Bullying is not a phenomenon exclusive to the school environment. Pupils also become victims of verbal aggression (teasing, threats, insults, or harassment) in the context of internet chatrooms. The present study addresses the following questions: (1) How often does bullying occur in internet chatrooms? (2) Who are the victims of bullying in internet chatrooms? (3) What are the determinants of victimization in internet chatrooms? A total of 1700 pupils from various German secondary schools participated in the study. Results revealed a strong relationship between victimization in school and victimization in internet chatrooms; school victims are significantly more often chat victims. Furthermore, the predictors of chat and school victimization show both commonalities (gender, self-concept, child-parent relationship) and differences (social integration, popularity, and bullying behavior).
This study investigated the extent of cyberbullying and victimisation among Turkish university students at a state college of education. A personal information form and 56 scaled items were administered to 254 students. Items addressing cyberbullying victimisation were adopted from a recent study, whereas parallel cyberbullying items were developed and piloted in the current study. High internal consistency coefficients and explained variance values were observed in both 'cyberbullying' and 'victimisation' forms of the instrument. Findings revealed a moderate relationship between cyberbullying and victimisation. That is, being a victim in the cyberspace predicted 23 percent of being a cyberbully. Males were more likely to be both cybervictims and cyberbullies. Neither the cyberbullying nor the victimisation average differed with regard to age, program of study, daily Internet use, language proficiency, socioeconomic status, and the location where Internet was used. Reasons to cyberbully were investigated, which were mostly stemmed from interpersonal problems of participants. Limitations were discussed followed by suggestions for further research.
Problem Statement: The internet as online technology has become one of the most popular communication channels among university students worldwide. Young adults and university students have become sophisticated users of technology and often lead the way in adapting new technologies for everyday use. Sometimes their technological savvy can become a gateway, exposing them to a host of sordid activities, including pornography, drugs, violence, and cyberbullying. Although online technologies provide numerous benefits (i.e., learning and teaching activities), online technology also has a potentially 'dark side,' as it can be used for harm. The current study focuses on the harmful consequences of one type of misuse of online technology: cyberbullying. Purpose of Study: The purpose of the present study was to investigate the relations between cyberbullying and psychiatric symptoms, and to investigate which symptoms predicted cyberbullying. Methods: This study was cross-sectional and correlational research. A demographic information form, questions about cyberbullying, and a Symptom Check List-90-Revised Form were administered to 695 undergraduate university students (247 males and 448 females). Findings and Results: Data revealed that there are significant differences between "non-bully-victims," "pure-victims," "pure-bullies, " and "bully-victims," according to the self-reported psychiatric symptom scores. The non-bully-victim group reported significantly less psychiatric symptoms than pure-victims and bully-victims. The path analysis revealed that hostility and psychoticism significantly predicted cyberbullying. Additionally, current cyberbullying could predict the possibility of future cyberbullying. Nearly half of the participants in the current study reported that they pretended (at least one time) to be someone else on the internet or cell phone. Additionally, a significant relation between cyberbullying and anonymity was found. Interestingly, although no gender differences were found in relation to victimization, males engaged in cyberbullying and pretended to be someone else in cyberspace significantly more frequently than females. Additionally, males were more likely than females to endorse that they would engage in cyberbullying in the future. Conclusions and Recommendations: The current study reported that some psychiatric symptoms were significant predictors of cyberbullying. The relation of psychoticism and hostility to cyberbullying particularly should be investigated in more detail in future research.
Social media is one of the most current and dynamic developments in education. In general, the field of economics has lagged behind other disciplines in incorporating technologies in the classroom. In this article, the authors provide a guide for economics educators on how to incorporate Twitter, Instagram, and Facebook inside and outside of the classroom. The authors’ aims are to discuss the potential benefits of social media for economics curricula, explain how to effectively use social media, and reduce some of the concerns associated with implementing new technology.
The aim of this study is to revise Cyber Bullying Inventory (CBI) and to examine its basic psychometric characteristics. There were two independent samples. First sample consisting of 358 participants (178 female, 178 male, 2 unknown) aged 13-21 (M=16.58; SD=1.42) was used to test preliminary validity and reliability tests. Confirmatory analyses were conducted with the second data set which consisted of 339 participants (220 female, 117 male, 2 unknown) aged 13-21 (M=17.07; SD=1.45). RCBI appears to be a valid and reliable tool which can be utilized safely among Turkish adolescents to investigate the nature and extent of cyber bullying experience.
Bullying in a school setting is an important social concern that has received increased scholarly attention in recent years. Specifically, its causes and effects have been under investigation by a number of researchers in the social and behavioral sciences. A new permutation of bullying, however, has recently arisen and become more common: Techsavvy students are turning to cyberspace to harass their peers. This exploratory article discusses the nature of bullying and its transmutation to the electronic world and the negative repercussions that can befall both its victims and instigators. In addition, findings are reported from a pilot study designed to empirically assess the nature and extent of online bullying. The overall goal of the current work is to illuminate this novel form of deviance stemming from the intersection of communications and computers and to provide a foundational backdrop on which future empirical research can be conducted.
This qualitative case study examined Twitter use by undergraduate and graduate students in three classes. Previous studies have shown that while some faculty use Twitter, few are incorporating it into classes despite many recommendations for such use. This study examined how students perceived Twitter as a classroom tool. As an optional activity, many started with Twitter but fewer continued through the semester. The study reports on content and counts of tweets as well as student self-reports on usage and interest. The researchers found students enjoyed being consumers of tweets but seldom retweeted or replied. Incorporating Twitter in courses will require careful consideration of scaffolding, modeling, privacy and course design. Questions remain as to whether the informal social focus of Twitter may overwhelm attempts to use it in more structured educational settings.
A survey among 2052 primary and secondary school children reveals that cyberbullying among youngsters is not a marginal problem. However, there are discrepancies between the prevalence figures based on direct measurement versus indirect measurement of cyberbullying. Youngsters who have bullied someone via the internet or mobile phone during the last three months are younger, and are more often victims and bystanders of bullying via the internet or mobile phone, and are more often the perpetrators of traditional bullying. Youngsters who have been bullied via the internet or mobile phone during the last three months are more dependent upon the internet, feel less popular, take more internet-related risks, are more often a bystander and perpetrator of internet and mobile phone bullying, and are less often a perpetrator and more often a victim of traditional bullying. The implications for future research into cyberbullying and for cyberbullying prevention strategies are discussed.
Victimization on the Internet through what has been termed cyberbullying has attracted increased attention from scholars and practitioners. Defined as “willful and repeated harm inflicted through the medium of electronic text” (Patchin and Hinduja 200653.
Patchin , J. W. and
S. Hinduja . 2006 . “Bullies Move Beyond the Schoolyard: A Preliminary Look at Cyberbullying.” Youth Violence and Juvenile Justice 4 ( 2 ): 148 – 169 . [CrossRef]View all references:152), this negative experience not only undermines a youth's freedom to use and explore valuable on-line resources, but also can result in severe functional and physical ramifications. Research involving the specific phenomenon—as well as Internet harassment in general—is still in its infancy, and the current work seeks to serve as a foundational piece in understanding its substance and salience. On-line survey data from 1,378 adolescent Internet-users are analyzed for the purposes of identifying characteristics of typical cyberbullying victims and offenders. Although gender and race did not significantly differentiate respondent victimization or offending, computer proficiency and time spent on-line were positively related to both cyberbullying victimization and offending. Additionally, cyberbullying experiences were also linked to respondents who reported school problems (including traditional bullying), assaultive behavior, and substance use. Implications for addressing this novel form of youthful deviance are discussed.
Participants were 439 college students who were asked how often they had experienced each of a series of bullying behaviors since they have been in college. Results indicated that 38% of college students knew someone who had been cyberbullied, 21.9% had been cyberbullied, and 8.6% had cyberbullying someone else. It was apparent that some forms of electronic media are more commonly used to cyberbully others than are other forms. All the cyberbullying behaviors and traditional bullying behaviors were significantly positively inter-correlated. There were no significant gender or ethnic group differences in any of the cyberbullying behaviors.
A total of 432 students from grades 7-9 in Canadian schools reported their experiences of cyber-harassment, which is a form of harassment that occurs through the use of electronic communications such as e-mail and cell phones. More than two-thirds of students (69%) have heard of incidents of cyber-harassment, about one quarter (21%) have been harassed several times, and a few students (3%) admitted engaging in this form of harassment. In addition, victims of cyber-harassment reported a variety of negative consequences, especially anger and sadness, and had experienced other forms of harassment. These results suggest several avenues of research needed to explain how and why adolescents use technological advances to harass their peers.
The purpose of this study is to examine relationships between attitudes toward violence of students in the second level of elementary school and the sense of belonging to school, self efficacy, peer group, media and perceived causes of violence. The sample of the study consists of 517 students (257 female and 260 male) studying at the second level of elementary school. Age range varied from 11 to 15. Attitudes toward Violence Inventory and Perceived Multidimensional Violence Sources Inventory were used to gather data. Results show that the attitudes toward violence are positively related to the media, peer group and belief about violence, while negatively related to the sense of belonging to school and self efficacy. Implications of these findings were discussed for educators, psychological counsellors and parents.
Purpose:
To analyze the temporal and reciprocal relationships between being a victim of cyberbullying (CB) and three frequent problems during adolescence: depressive symptoms, substance use, and problematic Internet use; also, to analyze whether the relationship between CB and these psychological and behavioral health problems differs as a function of being only a victim or being both bully and victim.
Method:
A total of 845 adolescents (mean age = 15.2, SD = 1.2) completed measures at T1 and at T2, 6 months apart. The relationship among variables was analyzed using structural equation modeling.
Results:
CB victimization at T1 predicted depressive symptoms and problematic Internet use at T2, and higher depressive symptoms and more substance use at T1 predicted more CB victimization at T2. However, the relationships of CB predicting substance use and problematic Internet use predicting CB were not significant. Bully-victims presented higher levels than victims of all three problem variables, both at T1 and T2.
Conclusions:
CB is predictive of some significant psychological and behavioral health problems among adolescents. Intervention efforts should pay attention to these in the prevention and treatment of consequences of CB.
In recent studies of the structure of affect, positive and negative affect have consistently emerged as two dominant and relatively independent dimensions. A number of mood scales have been created to measure these factors; however, many existing measures are inadequate, showing low reliability or poor convergent or discriminant validity. To fill the need for reliable and valid Positive Affect and Negative Affect scales that are also brief and easy to administer, we developed two 10-item mood scales that comprise the Positive and Negative Affect Schedule (PANAS). The scales are shown to be highly internally consistent, largely uncorrelated, and stable at appropriate levels over a 2-month time period. Normative data and factorial and external evidence of convergent and discriminant validity for the scales are also presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)
Cyberbullying (CB) is deliberate, aggressive activity carried out through digital means. Cyber victimization (CV) in adolescence may be related to negative psychosocial variables such as loneliness, and depressive mood. The purpose of the present study, the first of its kind in Israel, was to examine the association between adolescent CV and two social-emotional variables: loneliness and depressive mood. The sample consisted of 242 Israeli adolescents, aged 13-16 years, who completed questionnaires regarding Internet use, cyberbullying, traditional bullying, loneliness and depressive mood. 16.5% of the participants reported being cyber victims and 32.5% reported knowing someone who was cyber victimized. The results revealed a relationship between CV and loneliness (social, emotional and general) as well as with depressive mood. A logistic hierarchic regression found that loneliness, gender and depressive mood each explain some variance in cyber victimization in adolescents. As an anchor for comparison, and in order to shed light on the findings, results are presented in comparison to traditional bullying. The results make a contribution to national and international cyberbullying research and broaden the knowledge about potential risk factors for cyber victimization.
Adolescents experience various forms of strain in their lives that may contribute jointly to their engagement in cyber aggression. However, little attention has been given to this idea. To address this gap in the literature, the present longitudinal study examined the moderating influence of peer rejection on the relationship between cyber victimization at Time 1 (T1) and subsequent cyber aggression at Time 2 (T2; 6 months later) among 261 (150 girls) 6th, 7th, and 8th graders. Our findings indicated that both peer rejection and cyber victimization were related to T2 peer-nominated and self-reported cyber aggression, both relational and verbal, after controlling for gender and T1 cyber aggression. Furthermore, T1 cyber victimization was related more strongly to T2 peer-nominated and self-reported cyber aggression at higher levels of T1 peer rejection. These results extend previous findings regarding the relationship between peer rejection and face-to-face aggressive behaviors to the cyber context. In addition, our findings underscore the importance of utilizing multiple methods, such as peer-nomination and self-report, to assess cyber aggression in a school setting.
Background:
For decades, the field of quality of life for people with intellectual disabilities has focused on the improving the external life conditions. However, scarce research has examined the contribution of person-related psychological resources such as emotional competence (EC) on well-being in this population.
Materials and methods:
Using a cross-sectional design, 139 adults with intellectual disabilities completed different measures: Subjective Happiness Scale, Satisfaction with Life Scale, Positive Affect and Negative Affect Scale and Wong and Law Emotional Intelligence Scale.
Results:
Emotional competence shows a positive and significant association with life satisfaction and happiness. EC dimensions were predictors of well-being beyond socio-demographic variables and dispositional affectivity.
Conclusions:
Our findings provide preliminary evidence of the potential value of considering EC in the improvement in the quality of life of people with intellectual disabilities. Professionals interested in intellectual disabilities care might consider training programmes based on EC as an additional intervention strategy aimed at improving well-being.
W. Wilson's (1967) review of the area of subjective well-being (SWB) advanced several conclusions regarding those who report high levels of "happiness." A number of his conclusions have been overturned: youth and modest aspirations no longer are seen as prerequisites of SWB. E. Diener's (1984) review placed greater emphasis on theories that stressed psychological factors. In the current article, the authors review current evidence for Wilson's conclusions and discuss modern theories of SWB that stress dispositional influences, adaptation, goals, and coping strategies. The next steps in the evolution of the field are to comprehend the interaction of psychological factors with life circumstances in producing SWB, to understand the causal pathways leading to happiness, understand the processes underlying adaptation to events, and develop theories that explain why certain variables differentially influence the different components of SWB (life satisfaction, pleasant affect, and unpleasant affect). (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Most stress research has focused on testing the effects of coping strategies on negative outcomes such as distress, anxiety, and pathology. The present study focused on the effects of coping styles on the affective components of subjective well-being. Its main aim was to test differential associations between coping styles and positive and negative affect, using secondary analysis. The data were derived from 3 studies (n = 480) in which various samples—adolescents, university students, and a general population participants—completed trait version questionnaires of coping and affect. The main results, based on correlation and multiple regression analyses, showed that problem-focused coping was positively related to positive affect and negatively related to negative affect, whereas avoidance coping showed the opposite pattern of associations with positive and negative affect. Most important, problem-focused coping was found to be a moderator of avoidance coping effects on both positive and negative affective responses. The conclusions are that coping is an important factor in well-being during normal everyday life, and moreover, the interactive effects of coping styles merit further research. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Aggression in girls is a problem that is gaining increased attention. The indirect forms of relational aggression historically
used by girls to harm their victims are increasingly escalating into physical altercations. An understanding of the interplay
between the developmental and contextual factors that contribute to learned aggression in girls is needed to inform program
development that truly responds to the unique gender socialization of girls. This article examines parental, environmental,
and peer factors for their contributions to the development of girls’ aggression. Implications for program development that
teaches girls and their families alternative ways of expressing their needs and protecting themselves from harm is discussed.
This paper illustrates a new project developed by a cross-country team of researchers, with the aim of studying the hedonic
and eudaimonic components of happiness through a mixed method approach combining both qualitative and quantitative analyses.
Data were collected from 666 participants in Australia, Croatia, Germany, Italy, Portugal, Spain, and South Africa. A major
aim of the study was to examine definitions and experiences of happiness using open-ended questions. Among the components
of well-being traditionally associated with the eudaimonic approach, meaning in particular was explored in terms of constituents,
relevance, and subjective experience. The Satisfaction With Life Scale (SWLS) was also administered to quantitatively assess
the hedonic dimension of happiness. Results showed that happiness was primarily defined as a condition of psychological balance
and harmony. Among the different life domains, family and social relations were prominently associated with happiness and
meaningfulness. The quantitative analyses highlighted the relationship between happiness, meaningfulness, and satisfaction
with life, as well as the different and complementary contributions of each component to well-being. At the theoretical and
methodological levels, findings suggest the importance of jointly investigating happiness and its relationship with other
dimensions of well-being, in order to detect differences and synergies among them.
KeywordsHappiness-Meaning-Satisfaction with life-Life domains-Mixed-method approach
This paper investigates the uses of social networking site Facebook, and the gratifications users derive from those uses. In the first study, 137 users generated words or phrases to describe how they used Facebook, and what they enjoyed about their use. These phrases were coded into 46 items which were completed by 241 Facebook users in Study 2. Factor analysis identified seven unique uses and gratifications: social connection, shared identities, content, social investigation, social network surfing and status updating. User demographics, site visit patterns and the use of privacy settings were associated with different uses and gratifications.
In this study, a questionnaire (Cyberbullying Questionnaire, CBQ) was developed to assess the prevalence of numerous modalities of cyberbullying (CB) in adolescents. The association of CB with the use of other forms of violence, exposure to violence, acceptance and rejection by peers was also examined. In the study, participants were 1431 adolescents, aged between 12 and17years (726 girls and 682 boys). The adolescents responded to the CBQ, measures of reactive and proactive aggression, exposure to violence, justification of the use of violence, and perceived social support of peers. Sociometric measures were also used to assess the use of direct and relational aggression and the degree of acceptance and rejection by peers. The results revealed excellent psychometric properties for the CBQ. Of the adolescents, 44.1% responded affirmatively to at least one act of CB. Boys used CB to greater extent than girls. Lastly, CB was significantly associated with the use of proactive aggression, justification of violence, exposure to violence, and less perceived social support of friends.
This study examines the relationship between use of Facebook, a popular online social network site, and the formation and maintenance of social capital. In addition to assessing bonding and bridging social capital, we explore a dimension of social capital that assesses one's ability to stay connected with members of a previously inhabited community, which we call maintained social capital. Regression analyses conducted on results from a survey of undergraduate students (N=286) suggest a strong association between use of Facebook and the three types of social capital, with the strongest relationship being to bridging social capital. In addition, Facebook usage was found to interact with measures of psychological well-being, suggesting that it might provide greater benefits for users experiencing low self-esteem and low life satisfaction.
Abstract Social network,sites,(SNSs) are increasingly attracting the attention of academic,and,industry researchers intrigued by their affordances and reach.,This special theme section of the,Journal,of Computer-Mediated,Communicationbrings ,together scholarship on these emergent phenomena.,In this introductory article, we describe features of SNSs and propose a comprehensive definition. We then present one perspective on the history of such sites, discussing key changes and developments. After briefly summarizing existing scholarship concerning SNSs, we discuss the articles,in this special section and conclude with considerations for future,research.
This study investigated the relationship between cognitive mechanisms, applied by people to rationalize and justify harmful acts,
and engagement in traditional peer and cyber aggression among school children. We examined the contribution of moral
disengagement (MD), hostile attribution bias, and outcome expectancies, and we further explored the individual contribution of
each MD mechanism. Our aim was to identify shared and unique cognitive factors of the two forms of aggression. Three hundred
and thirty-nine secondary school children completed self-report measures that assessed MD, hostile attribution bias, outcome
expectancies, and their roles and involvement in traditional and cyber aggression. We found that the MD total score positively
related to both forms of peer-directed aggression. Furthermore, traditional peer aggression positively related to children’s moral
justification, euphemistic language, displacement of responsibility and outcome expectancies, and negatively associated with hostile
attribution bias. Moral justification also related positively to cyber aggression. Cyber aggression and cyber victimization were
associated with high levels of traditional peer aggression and victimization, respectively. The results suggest that MD is a common
feature of both traditional and cyber peer aggression, but it seems that traditional forms of aggression demand a higher level of
rationalization or justification. Moreover, the data suggest that the expectation of positive outcomes from harmful behavior
facilitates engagement in traditional peer aggression. The differential contribution of specific cognitive mechanisms indicates the
need for future research to elaborate on the current findings, in order to advance theory and inform existing and future school
interventions tackling aggression and bullying.
In relation to a sample of 1,092 Italian adolescents (50.9% females), the present study aims to: (a) analyze the most parsimonious structure of the cyberbullying and cybervictimization construct in male and female Italian adolescents through confirmatory factor analysis; and (b) analyze the severity and the discrimination parameters of each act using the item response theory. Results showed that the structure of the cyberbullying scale for perpetrated and received behaviors in both genders could best be represented by a monodimensional model where each item lies on a continuum of severity of aggressive acts. For both genders, the less severe acts are silent/prank calls and insults on instant messaging, and the most severe acts are unpleasant pictures/photos on Web sites, phone pictures/photos/videos of intimate scenes, and phone pictures/photos/videos of violent scenes. The items nasty text messages, nasty or rude e-mails, insults on Web sites, insults in chatrooms, and insults on blogs range from moderate to high levels of severity. Regarding the discrimination level of the acts, several items emerged as good indicators at various levels of cyberbullying and cybervictimization severity, with the exception of silent/prank calls. Furthermore, gender specificities underlined that the visual items can be considered good indicators of severe cyberbullies and cybervictims only in males. This information can help in understanding better the nature of the phenomenon, its severity in a given population, and to plan more specific prevention and intervention strategies.
Empirical studies and some high-profile anecdotal cases have demonstrated a link between suicidal ideation and experiences with bullying victimization or offending. The current study examines the extent to which a nontraditional form of peer aggression--cyberbullying--is also related to suicidal ideation among adolescents. In 2007, a random sample of 1,963 middle-schoolers from one of the largest school districts in the United States completed a survey of Internet use and experiences. Youth who experienced traditional bullying or cyberbullying, as either an offender or a victim, had more suicidal thoughts and were more likely to attempt suicide than those who had not experienced such forms of peer aggression. Also, victimization was more strongly related to suicidal thoughts and behaviors than offending. The findings provide further evidence that adolescent peer aggression must be taken seriously both at school and at home, and suggest that a suicide prevention and intervention component is essential within comprehensive bullying response programs implemented in schools.
This study examines the nature and extent of adolescents' cyberbullying experiences, and explores the extent to which various factors, including bullying, culture, and gender, contribute to cyberbullying and cyber victimisation in junior high schools. In this study, one in three adolescents was a cyber victim, one in five was a cyberbully, and over half of the students had either experienced or heard about cyberbullying incidents. Close to half of the cyber victims had no idea who the predators were. Culture and engagement in traditional bullying were strong predictors not only for cyberbullying, but also for cyber victimisation. Gender also played a significant role, as males, compared to their female counterparts, were more likely to be cyberbullies.
This study examined definitions and concepts of cyberbullying. It identified words, terms and definitions used for negative acts on the internet and mobile phones across different age groups in the United Kingdom. Young people and adults' (N = 32; age = 8–54) constructs and perceptions of negative online behaviours were also reported. Focus groups and individual interviews were employed using qualitative triangulation: Thematic Analysis and Interpretative Phenomenological Analysis. The study examined current definitions and concepts of cyberbullying and how these differ in its findings; and considered different ways to foster positive online behaviour for the context of practitioners. The concept of cyber-aggression is used to describe a wide range of behaviours other than cyberbullying. The findings indicate that there is a need to include a broader definition in line with the current trend of a range of behaviours that are common with internet and mobile phone usage.
Social media is one of the most current and dynamic developments in education. In general, the field of economics has lagged behind other disciplines in incorporating technologies in the classroom. This paper provides a guide for economics educators on how to incorporate Twitter, Instagram, and Facebook inside and outside of the classroom. The aims of the article are to discuss the potential benefits of social media for economics curricula, explain how to effectively use social media, and reduce some of the concerns associated with implementing new technology.
The current study attempts to examine the relationship between traditional bullyvictimization and cyberbullying behavior based on General Strain Theory perspectives. Offline bullyvictimization can create negative emotional strains. This negative strain combined with the anonymity in cyber space may lead youths to be engaged in cyberbullying behavior as the externalized response to the strain. Using longitudinal Korean National Youth Survey data, this study empirically tested the above theoretical explanation. First, this study found the declining trend of cyberbullying engagement among Korean youths. Secondly, consistent with GST, offline bully-victimization was significantly related to the cyberbullying engagement. Youths who were victims of traditional bullying showed a higher tendency of becoming cyberbullying assaulters with externalizing their strain in cyberspace.
The increase in the use of mobile phones and the Internet has given rise to new opportunities for people to meet and communicate. However, there are also dark sides to these new forms of communication. One of these is cyberbullying, i.e. bullying via mobile phone and the Internet. Given that cyberbullying is a relatively new phenomenon, empirical knowledge is still limited and particularly so in Sweden, which in international comparison has reported low rates of bullying in general. The aim of the study is to investigate: 1) the prevalence of cyberbullying among students in Stockholm, Sweden; 2) the overlap between cyberbullying and traditional forms of school bullying, and 3) the association between the experience of cyberbullying and subjective health. The study uses the Stockholm School Survey of 2008 which is a total population survey of students in grade 9 of compulsory school (i.e. aged 15–16) and in the second year of upper secondary school (i.e. aged 17–18) in Stockholm and eighteen of its surrounding municipalities (N = 22,544). About 5 % of the students are victims of cyberbullying, 4% are perpetrators, and 2% are both victims and perpetrators. There is some overlap between cyberbullying and traditional bullying: those who are victims of traditional bullying are at increased risk of also being victims of cyberbullying; while being a traditional bully is strongly associated with the likelihood of also being a cyberbully. However, many students who are involved in cyberbullying are not involved in traditional bullying. OLS regression analyses show that being a victim of cyberbullying remains associated with worse subjective health when being the victim of traditional bullying and socioeconomic factors are taken into account. In addition, perpetrators of cyberbullying as well as students who are both victims and bullies, have worse subjective health than those who are not involved in cyberbullying.
Bullying involves a powerful person intentionally harming a less powerful person repeatedly. With advances in technology, students are finding new methods of bullying, including sending harassing emails, instant messages, text messages, and personal pictures to others. Although school bullying has been studied since the 1970s, relatively little is known about students’ experiences of cyberbullying. The present study explored the prevalence of cyberbullying while also examining sex and grade differences. Results showed that a substantial proportion of students in Grades 6, 7, 10, and 11 are involved in cyberbullying: Girls are more likely than boys to be the targets of cyberbullying, and cyberbullying declines in high school. Despite significant findings, the magnitude of these group differences is small. Implications for interventions are discussed.
Cyber harassment involves using an electronic medium to threaten or harm others. E-mail, chat rooms, cell phones, instant messaging, pagers, text messaging, and online voting booths are tools used to inflict humiliation, fear, and a sense of helplessness. This type of intimidation differs from traditional bullying in several important ways. Unlike the incidents that most adults recall from their youth, where the threatening party is physically bigger and more powerful than the victim, cyberbullies can be physically weaker than the persons they attempt to frighten. Cyberbullies typically hide behind the mask of anonymity that the Internet provides by using fictitious screen names. Because abusers may lack face-to-face contact with the individuals being persecuted, they may not know the level of duress that is produced by their misconduct. Therefore, they are unlikely to experience feelings of regret, sympathy, or compassion toward the victim. In this article, the authors relate several examples of the different types and effects of cyberbullies, and argue that effective methods must be developed to protect students from being bullied and to prevent others from becoming "cyber tyrants."
The pursuit of happiness is an important goal for many people. However, surprisingly little scientific research has focused on the question of how happiness can be increased and then sustained, probably because of pessimism engendered by the concepts of genetic determinism and hedonic adaptation. Nevertheless, emerging sources of optimism exist regarding the possibility of permanent increases in happiness. Drawing on the past well-being literature, the authors propose that a person's chronic happiness level is governed by 3 major factors: a genetically determined set point for happiness, happiness-relevant circumstantial factors, and happiness-relevant activities and practices. The authors then consider adaptation and dynamic processes to show why the activity category offers the best opportunities for sustainably increasing happiness. Finally, existing research is discussed in support of the model, including 2 preliminary happiness-increasing interventions. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Children are increasingly using computer technologies to engage in acts of aggression against peers, often termed ‘cyber aggression’. Media reports have sensationalized instances of cyber aggression, and social scientists have begun to examine its characteristics and consequences. Using a younger sample of children than most previous research (192 third- through sixth-grade children), the present research evaluated grade and gender effects on cyber aggression and, most importantly, evaluated the classroom peer social consequences of engaging in cyber aggression, after controlling for traditional, face-to-face aggression. Children reported engaging in cyber aggression at comparable rates across grades and between males and females. Engaging in cyber aggression was related to higher rates of loneliness and lower rates of global self-worth, peer optimism, number of mutual friendships, social acceptability, and popularity. In short, after controlling for effects attributable to traditional aggression, cyber aggression was related to significant negative peer relations outcomes.
Bullying is one of the most common forms of school violence. Engagement in bullying has been shown to have adverse effects on perpetrators and victims of bullying. In this study, the impact of bullying on well-being (quality of life/life satisfaction) was explored in a sample of elementary and middle school children (N = 4,331). Results suggest that students who bully and/or are bullied experience reduced life satisfaction and support from peers and teachers compared to “bystanders” (children who are neither victims nor perpetrators of bullying). Mediational analyses demonstrate that peer and teacher support might mitigate the impact of bullying on the quality of life of victims. This study underscores the value of efforts to promote social support from peers and teachers in both universal bullying prevention programs and school climate initiatives. Furthermore, results support further investigation into the possible contributions of bystanders in supporting school-wide bullying prevention/school climate strategies. © 2009 Wiley Periodicals, Inc.
The author surveys current literature on communities of practice and their potential development using networked technology and remote collaboration, specifically with respect to World Wide Web (WWW) communication tools. The vast majority of the current literature in this new research area consists of case studies. Communities of practice have the following components that distinguish them from traditional organizations and learning situations: (1) different levels of expertise that are simultaneously present in the community of practice; (2) fluid peripheral to center movement that symbolizes the progression from being a novice to an expert; and (3) completely authentic tasks and communication. Supporting concepts include aspects of constructivism (i.e., ill-structured problems, facilitation, collaborative learning, and negotiated goals), community knowledge greater than individual knowledge, as well as an environment of safety and trust. Virtual communities are defined as designed communities using current networked technology, whereas communities of practice emerge within the designed community via the ways their participants use the designed community. Current networked technology has both advantages and disadvantages in emergent development of communities of practice. Because most collaboration is text-based, norms are reduced, enabling introverted participants to share their ideas on an equal footing with extroverts. However, the greatest problem with virtual communities is withdrawing, or attrition. This problem can be reduced somewhat through good facilitation techniques and adequate scaffolding, especially in the cases of online communication techniques and technical support. Finally, the author recommends further research questions and proposes a case study, whose purpose is to observe the effects of an emerging community of practice within the designed environment of a virtual community.
To use spina bifida (SB) as a model of chronic physical disability to study the associations of virtual socialization, friendships, and quality of life (QOL) in adults.
Cross-sectional survey.
Subjects were recruited from residential living facilities, outpatient clinics, and the University of Pittsburgh Medical Center (UPMC) research registry.
Inclusion criteria were age between 18 and 80 years and clinical diagnoses of SB cystica (myelomeningocele) and hydrocephalus. The exclusion criterion was the diagnosis of SB occulta. Sixty-three eligible adults were enrolled, and all completed the study.
The survey via questionnaire was performed in person or over the telephone.
Data collected included the World Health Organization's Medical Outcomes Study 26-item Short Form, Economic Self-Sufficiency from the Craig Handicap Assessment and Reporting Technique Short Form, virtual socializing habits, and number of friends. Three linear regression models were performed, each with a unique dependent variable: number of friends, psychological QOL, or social QOL. The following independent variables were included in all models: age, gender, ethnicity, economic self-sufficiency, marital status, education level, lesion level, health status, user group, collection method, and time spent virtually socializing. In addition, each regression model included the dependent variables from the other 2 models in its independent variables.
Increased degree of virtual socialization (VS) was associated with a greater number of friends (P = .003, r = .684). Mean (standard deviation) numbers of friends by VS groups were the following: users, n = 4.9 ± 2.7; semi-users, n = 3.8 ± 2.7; and nonusers, n = 2.1 ± 2.3, which represent a 2.3 times greater number of friends between the users and nonusers. The effect of virtual socialization on QOL was also positive, however, not statistically significant.
People with chronic physical disabilities, such as SB, are at high risk for peer rejection and long-term social avoidance. Users of the most immersive forms of virtual socialization, have more real world friends than both semi-users and nonusers. Any form of VS, whether immersive or real time, may improve the opportunity for meaningful social encounters. Prospective intervention studies are needed to elucidate whether a causal positive relationship between virtual socialization and friendships exists. Further research is needed to clarify virtual socialization's impact on QOL; however, the upward trend in all 4 domains of QOL across user groups suggests similar potential benefits.