Okul sosyal iklimi ile geleneksel ve sanal zorbalık arasındaki ilişkiler: Genellenmiş akran algısının aracı rolü

Bu araştırmanın temel amacı ergenlerin hem okul ortamında hem de sanal ortamda maruz kaldıkları veya uyguladıkları zorbalık ile okul sosyal iklimi arasındaki ilişkiyi ve bu ilişkide akranlara dair algıların aracı rolünü incelemektir. Araştırma İstanbul, Ankara, Mersin, Hatay, Gaziantep ve Malatya'da, 2009-2010 öğretim yılı bahar yarıyılında, ilköğretim ikinci kademe ve liseye devam etmekte olan öğrenciler ile gerçekleştirilmiştir, örneklem 612'si erkek (% 48.5), 651 'i kız (% 51.5) olmak üzere toplam 1263 ergenden (Ort. = 14.92, S= 2.07) oluşmaktadır. Ergenlere Genellenmiş Akran Algısı Ölçeği, Geleneksel Akran Zorbalığı Ölçeği, Sanal Zorbalık ölçeği ve Okul Sosyal İklimi Ölçeği uygulanmıştır. İlişki örüntülerinin farklılaşması nedeniyle kız ve erkekler için ayrı ayrı sınanan yapısal eşitlik modelleri sonucunda, akran algısının hem kız hem de erkekler için, okul iklimi ile geleneksel zorbalığa maruz kalma arasındaki ilişkide lam aracı, okul iklimi ile geleneksel zorbalık uygulama arasındaki ilişkide kısmi aracı bir rol oynadığı görülmektedir. Ayrıca akran algısı, okul iklimi ile sanal zorbalığa maruz kalma arasındaki ilişkide kızlarda kısmi, erkeklerde tam aracı bir rol oynamaktadır. Son olarak akran algısı, okul iklimi ile sanal zorbalık uygulama arasındaki ilişkide kızlarda kısmi aracı bir rol oynamaktadır. Erkeklerde ise akran algısı ile okul iklimi arasındaki ilişkinin anlamsız olmasından dolayı aracı ilişki test edilmemiştir. Sonuç olarak akranlara yönelik algıların zorbalık ve okul iklimi arasındaki ilişkide önemli bir role sahip olduğu görülmektedir.

School social climate and traditional / cyberbullying: the mediational role of peer perception

The purpose of the present study is to investigate the mediational role of peer perception on the association between school social climate and bullying in school ground and cyberspace. A total of 1263 (48.5 % male, 51.5 % female) secondary and high school students (A/= 14.92, SD = 2.06) were included in the sample. Participants were selected from six different cities in Turkey. Adolescents completed self-report questionnaires including Generalized Perception of Peers, Traditional Bullying Inventory, Cyberbullying Inventory and School Social Climate Scale. Our findings indicated that while peer perception fully mediated the relationship between school climate and victimization both at school ground and cyberspace for boys, it fully mediated the relationship between school climate and victimization at school ground but partially mediated the relationship between school climate and victimization at cyberspace for girls. Moreover, peer perception partially mediated the relationship between school climate and bullying both at school ground and cyberspace for girls. But, it partially mediated the relationship between school climate and bullying at school ground for boys. On the other hand, since the relationship between peer perception and bullying at cyberspace was not significant, the mediational role was not tested for boys. The results of the study indicated that peer perception had an important role on the relationship between school climate and bullying.

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