Selma YILDIRIM, Meral ÇİLELİ, Esin TEZER

Behavioral Characteristics and Likeability of Bullies, Victims, Bully/Victims, and Controls in an Elementary School

Bu araştırmanın amacı; zorba, kurban, zorba/kurban ve kontrol olarak tanımlanan dört grup öğrencinin arkadaşları tarafından değerlendirilen davranış özellikleri ve hoşlanılma düzeyleri arasındaki farklılıkları incelemektir. Araştırmanın örneklemini ilkokul dördüncü sınıfa devam eden 140 (70 erkek, 70 kız) öğrenci oluşturmuştur. Araştırmada üç ayrı atama yöntemi kullanılmıştır. Bunlar, öğrencileri dört zorbalık grubuna (zorba, kurban, zorba/kurban ve kontrol) atama, altı davranış kategorisine (“işbirliği yapar”, “rahatsız eder”, “utanır”, “kavgaları başlatır”, “yardım arar” ve “liderlik yapar”) atama ve üç hoşlanılma düzeyine (“çok sevilen”, “sevilen” ve “az sevilen”) atamadır. Davranış puanları ve hoşlanılma puanlarına uygulanan iki ayrı tek yönlü MANOVA sonuçları, zorbalık grupları temel etkisinin anlamlı olduğunu göstermiştir. Davranış özellikleri ile ilgili bulgular, zorbalık grupları arasında “işbirliği yapar”, “rahatsız eder”, “utanır” ve “kavgaları başlatır” puanları yönünden anlamlı farklılıklar olduğunu; hoşlanılma puanları açısından ise kontrol grubundaki öğrencilerin “çok sevilen” ve “az sevilen” puanlarının her ikisinin de zorba ve zorba/kurbanların puanlarından anlamlı düzeyde farklı olduğunu ortaya çıkarmıştır. Bulgular, diğer araştırma sonuçlarının ışığında tartışılmıştır.

Bir İlköğretim Okulundaki Zorba, Kurban, Zorba/Kurban ve Kontrol Gruplarının Davranış Özellikleri ve Hoşlanılma Düzeyleri

The purpose of this study is to examine the differences among four groups of students who were identified as bullies, victims, bully/victims, and controls in terms of their behavioral characteristics and likeability as evaluated by their peer groups. The sample consisted of 140 (70 males, 70 females) fourth grade elementary school students. Three separate peer nomination procedures were followed: One for assigning the students to bullying groups, two others to six behavioral categories (“cooperates”, “disrupts”, “shy”, “fights”, “seeks help”, and “leader”) and to three likeability groups (“liked most”, “liked”, “liked least”). The results of a two separate one-way multivariate analysis of variance employed to the behaviors scores and likeability scores showed significant main effects for bullying groups. The results of two separate one-way multivariate analysis of variance of the behavior scores and likeability scores showed significant main effects for bullying groups. The results regarding behavioral characteristics revealed significant differences in “cooperates”, “disrupts”, “shy”, and “fights” scores among bullying groups. The results concerning likeability indicated that controls were significantly different from bullies and bully/victims both in “liked most” and “liked least” scores. Findings were discussed in the light of research findings.

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