Liselerde akran zorbalığı sıklığı ve ortaöğretim giriş sınavı puanları ile ilişkisi
Amaç: Bu araştırmanın amacı, lise öğrencileri arasında zorbalık sıklığının, zorbalık döngüsüne girmenin lise giriş sınavı puanı ile ilişkisinin incelenmesi ve liselerdeki akran zorbalığının risk faktörlerinin belirlenmesidir. Yöntem: Bir ildeki liseler öğrenci kabul ettikleri puanlara (ülke çapında yapılan sınav puanına) göre gruplandırıldı, her gruptan basit rastgele örnekleme yöntemi ile okullar ve sınıflar seçildi. Akran Zorbalığı Anketi verilen 1,375 öğrencinin verileri analiz edildi. Bulgular: Zorba olma, kurban olma ve zorbalık döngüsüne girme sıklıkları sırasıyla %30.5, %27.9 ve %42.0 olarak belirlendi. Okul grupları ile zorbalık döngüsüne girme durumu arasında istatistiksel olarak anlamlı bir ilişki vardı. Zorbalık döngüsüne girmenin risk faktörleri, düşük puanla öğrenci kabul eden okulun öğrencisi olmak, erkek olmak, lisenin daha alt sınıflarının öğrencisi olmak ve kız/erkek oranı daha düşük olan sınıflarda öğrenci olmak olarak belirlendi. Tartışma: Bu araştırmanın sonuçları, daha düşük puanla öğrenci kabul eden okulların öğrencilerinin daha fazla zorbalık döngüsüne girdikleri hipotezimizi desteklemektedir. Bu sonuç, zorbalığa yönelik müdahalelerin hedeflerinin belirlenmesinde ilgili profesyonellere yol gösterici olacaktır.
Prevalence of Peer Bullying in Secondary Education and Its Relation with High School Entrance Scores
Objective: In this study, our aims are to investigate the prevalence of bullying and the relationshipbetween high school entrance exam scores and the bullying cycle and to examine the risk factors ofpeer bullying in high schools.Method: High schools in one province were divided into three groups based on the entrance scores oftheir students (from a nationwide exam), and from each group, schools and classes were selected usingsimple random sampling. The data analyzed were obtained by administration of the Peer BullyingQuestionnaire to 1,375 selected students.Results: The prevalence of bullying, victimization, and students’ participation in the bullying cycle werefound to be 30.5%, 27.9%, and 42.0%, respectively. A statistically significant relationship between thebullying cycle status and school groups was observed. The risk factors of entering into the bullying cyclewere identified as being a student of a school with a low entrance score, being male, being a studentin lower grade levels, and being a student in a class with a low female-over-male ratio.Conclusion: The results of this study support the hypothesis that students in schools requiring a lowerentrance score are more likely to be in the bullying cycle. This result may be useful in targeting bullyinginterventions more effectively.
___
- Bowes L, Wolke D, Joinson C, Lereya ST, Lewis G. Sibling
bullying and risk of depression, anxiety, and self-harm: a
prospective cohort study. Pediatrics 2014; 134:1032-1039.
[CrossRef]
- Garcia-Moya I, Suominen S, Moreno C. Bullying victimization
prevalence and its effects on psychosomatic complaints: can
sense of coherence make a difference? J Sch Health 2014; 84:646-
653. [CrossRef]
- Olweus D. Bullying at school: What we know and what we can
do. Cambridge, MA: Blackwell Publishers, 1993.
- Smith PK, Ananiadou K. The nature of school bullying and the
effectiveness of school-based interventions. Journal of Applied
Psychoanalytic Studies 2003; 5:189-209. [CrossRef]
- Yen CF. School bullying and mental health in children and
adolescents. Taiwanese Journal of Psychiatry 2010; 24:3-13.
- Bowes L, Arseneault L, Maughan B, Taylor A, Caspi A, Moffitt
TE. School, neighborhood, and family factors are associated
with children’s bullying involvement: a nationally representative
longitudinal study. J Am Acad Child Adolesc Psychiatry 2009;
48:545-553. [CrossRef]
- Espelage DL, De La Rue L. School bullying: its nature and
ecology. Int J Adolesc Med Health 2011; 24:3-10.
- Goldweber A, Waasdorp TE, Bradshaw CP. Examining
associations between race, urbanicity, and patterns of bullying
involvement. J Youth Adolesc 2013; 42:206-219. [CrossRef]
- Benedict FT, Vivier PM, Gjelsvik A. Mental health and bullying
in the United States among children aged 6 to 17 years. J
Interpers Violence 2015; 30:782-795. [CrossRef]
- Wang W, Vaillancourt T, Brittain HL, McDougall P, Krygsman
A, Smith D, Cunningham CE, Haltigan JD, Hymel S. School
climate, peer victimization, and academic achievement: results
from a multi-informant study. Sch Psychol Q 2014; 29:360-377.
[CrossRef]
- Lacey A, Cornell D. The impact of teasing and bullying on
schoolwide academic performance. J Applied School Psychology
2013; 29:262-283. [CrossRef]
- Alikasifoglu M, Erginoz E, Ercan O, Uysal O, Albayrak-Kaymak
D. Bullying behaviours and psychosocial health: results from a
cross-sectional survey among high school students in Istanbul,
Turkey. Eur J Pediatr 2007; 166:1253-1260. [CrossRef]
- DeVoe JF, Bauer L. Student Victimization in U.S. Schools: Results
from the 2009 School Crime Supplement to the National Crime
Victimization Survey (NCES 2012–314). U.S. Department of
Education, National Center for Education Statistics. Washington,
DC: U.S. Government Printing Office, 2011.
- Kepenekci YK, Cinkir S. Bullying among Turkish high school
students. Child Abuse Negl 2006; 30:193-204. [CrossRef]
- Piskin M. School bullying: Definition, types, related factors, and
strategies to prevent bullying problems. Educational Sciences:
Theory and Practice 2002; 2:531-562.
- Alikasifoglu M. Peer abuse. Turk Pediatri Ars 2011; 46:31-34.
(Turkish)
- Ayas T, Piskin M. Investigation of bullying among high school
students with regard to sex, grade level and school type.
Elementary Education Online 2011; 10:550-568.
- Due P, Holstein BE, Soc MS. Bullying victimization among 13
to 15 year-old school children: results from two comparative
studies in 66 countries and regions. Int J Adolesc Med Health
2008; 20:209-221. [CrossRef]
- Craig W, Harel-Fisch Y, Fogel-Grinvald H, Dostaler S, Hetland
J, Simons-Morton B, Molcho M, de Mato MG, Overpeck M,
Due P, Pickett W. A cross-national profile of bullying and
victimization among adolescents in 40 countries. Int J Public
Health 2009; 54(Suppl.2):216-224. [CrossRef]
- Magklara K, Skapinakis P, Gkatsa T, Bellos S, Araya R, Stylianidis
S, Mavreas V. Bullying behaviour in schools, socioeconomic
position and psychiatric morbidity: a cross-sectional study in late
adolescents in Greece. Child Adolesc Psychiatry Ment Health
2012; 6:8. [CrossRef]
- Martinelli V, Brondino N, Rossi S, Panigati R, Magnani R,
Cappucciati M, Vecchia L, Tinelli S, Emanuele E, Politi P.
Bullying behaviours among students in Pavia, Italy: prevalence
and association with stress and cannabis use. Epidemiol Psychiatr
Sci 2011; 20:339-343. [CrossRef]
- Panayiotis S, Anna P, Charalambos T, Chrysostomos L.
Prevalence of bullying among Cyprus elementary and high
school students. International Journal of Violence and School
2010; 11:114-128.
- Josephson Institute’s 2010 Report Card: Bullying and other at-risk
behavior. 2010 URL https://www.deerparkbullyprevention.
com/2010/10/27/study-half-of-high-school-students-admit-to-
bullying/ Accessed September 7, 2018.
- Smokowski PR, Cotter KL, Robertson C, Guo S. Demographic,
psychological, and school environment correlates of bullying
victimization and school hassles in rural youth. Journal of
Criminology 2013; 1-13. [CrossRef]
- Contreras D, Elacqua G, Martinez M, Miranda A. Income inequality
or performance gap? A multilevel study of school violence in 52
countries. J Adolesc Health 2015; 57:545-552. [CrossRef]
- Hemphill SA, Tollit M, Herrenkohl TI. Protective factors against
the impact of school bullying perpetration and victimization
on young adult externalizing and internalizing problems. J Sch
Violence 2014; 13:125-145. [CrossRef]
- Konishi C, Hymel S, Zumbo BD, Li Z. Do school bullying and
student-teacher relationships matter for academic achievement?
A multilevel analysis. Can J Sch Psychol 2010; 25:19-39.
[CrossRef]
- Berger KS. Update on bullying at school: science forgotten. Dev
Rev 2007; 27:90-126. [CrossRef]
- Mavroveli S, Sanchez-Ruiz MJ. Trait emotional intelligence
influences on academic achievement and school behaviour. Br J
Educ Psychol 2011; 81:112-134. [CrossRef]
- Tural Hesapcioglu S, Ercan F. Traditional and cyberbullying
co-occurrence and its relationship to psychiatric symptoms.
Pediatr Int 2017; 59:16-22. [CrossRef]
- Tural Hesapcioglu S, Yesilova H, Ercan F. Bullying in schools and
its relation with depressive symptoms,self-esteem, and suicidal
ideation in adolescents. Anatolian Journal of Psychiatry 2018;
19:210-216. (Turkish)
- Tural Hesapcioglu S, Yesilova H. Feelings, thoughts and attitudes
of high school students toward school bullying and the bullies.
Anatolian Journal of Psychiatry 2015; 16:284-293. (Turkish)
[CrossRef]