Araştırma Makalesi
BibTex RIS Kaynak Göster

Ergenlerde Öznel Mutluluk İle Siber Zorbalık ve Mağduriyet Arasındaki İlişkinin İncelenmesi

Yıl 2015, Cilt: 2 Sayı: 1, 32 - 51, 03.07.2015

Mehmet Ali Padır Yüksel Eroğlu Mustafa Çalışkan

Öz

Son yıllarda özellikle ergenler arasında kullanımı giderek yaygınlık kazanan bilgi ve iletişim teknolojilerinin bazı olumsuz sonuçlara neden olduğu görülmektedir. Bu olumsuzluklardan bir tanesi de bilgi ve iletişim teknolojilerinin diğerlerine zarar vermek amacıyla kullanılması sonucu son zamanlarda yaygın olarak yaşanan siber zorbalıktır. Bu araştırmanın amacı; öznel mutluluk ile siber zorbalık ve siber mağduriyet arasındaki ilişkileri incelemektir. Bu amaç doğrultusunda genel tarama modellerinden biri olan kesitsel tarama modeli kullanılmıştır. Araştırmanın çalışma grubunu 2014-2015 Bahar yarıyılında Bayburt ilindeki çeşitli liselerde öğrenim görmekte olan 274 lise öğrencisi oluşturmaktadır. Katılımcıların 136’sı (% 49.63) kız, 138’i (% 50.37) erkektir. Araştırmaya katılan öğrencilere Öznel Mutluluk Ölçeği ve Sanal Zorba/Kurban Ölçeği uygulanmıştır. Öznel mutluluk ile siber zorbalık ve siber mağduriyet arasındaki ilişkileri incelemek amacıyla yapılan Pearson korelasyon analizi sonucunda,  öznel mutluluğun siber zorbalık ve siber mağduriyet ile negatif ilişkili olduğu bulunmuştur. Siber zorbalık ve siber mağduriyetin öznel mutluluk tarafından açıklanma düzeyini belirlemek amacıyla kurulan yapısal eşitlik modelinden elde edilen uyum iyiliği indeksleri, modelin iyi uyum verdiğini göstermiştir. Yapısal eşitlik analizi sonuçları öznel mutluluğun hem siber zorbalığı hem de siber mağduriyeti negatif yönde yordadığını ortaya koymuştur. Bu araştırmadan elde edilen bulgular bireylerin öznel mutluluk düzeyleri arttıkça siber zorbalık yapma ve siber zorbalığa maruz kalma olasılıklarının azaldığını göstermektedir. Araştırmadan elde edilen bulgular alanyazın ışığında tartışılmıştır. 

Anahtar Kelimeler

Siber zorbalık siber mağduriyet öznel mutluluk yapısal eşitlik modeli

Kaynakça

  • Aftab, P. (2011). Cyberbullying/stalking & harassment. Retrieved 7 June 2014, from https: // www. wiredsafety. org /subjects/cyberbullying.php.
  • Akın, A. (2012). The relationships between Internet addiction, subjective vitality, and subjective happiness. Cyberpsychology, Behavior, and Social Networking, 15 (8), 404-410.
  • Akın, A., & Akın, Ü. (2015). Friendship quality and subjective happiness: The mediator role of subjective vitality. Education and Science, 40, 233-242.
  • Akın, A., & Satıcı, S. A. (2011). Öznel Mutluluk Ölçeği: Geçerlik ve güvenirlik çalışması. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 21, 65-77.
  • Ang, R. P., & Goh, D. H. (2010). Cyberbullying among adolescents: The role of affective and cognitive emphaty and gender. Child Psychiatry and Human Development, 41, 387-37.
  • Arıcak, O. T. (2009). Psychiatric symptomatology as a predictor of cyberbullying among Turkish university students. Eurasian Journal of Educational Research, 34, 167-184.
  • Ayas, T. (2014). Prediction cyber bullying with respect to depression, anxiety, and gender variables. Online Journal of Technology Addiction & Cyberbullying, 1 (2014), 1-17.
  • Ayas, T. (3-5 Ekim 2011). Lise öğrencilerinin sanal zorba ve mağdur olma yaygınlığı. 11. Ulusal Psikolojik Danışma ve Rehberlik Kongresinde sunuldu, İzmir.
  • Ayas, T., & Horzum, M. B. (2010). Sanal Zorba/Kurban Ölçek geliştrme çalışması. Akademik Bakış, 19, 1-17.
  • Ayas T., Horzum, M.B. (2012). İlköğretim Öğrencilerinin Sanal Zorba ve Mağdur Olma Durumu. ElementaryEducation Online, 11(2), 369-380, 2012.
  • Batmaz,M. Ayas, T (2013) İlköğretim ikinci kademedeki öğrencilerin psikolojik belirtilere göre sanal zorbalık düzeylerinin yordanması. Suje 3, 43-53
  • Byrne, B. M. (2001). Structural equation modeling with Amos: Basic concepts, applications, and programming. London: Routledge.
  • Chao, H. J., Hou, L. C., Yueh, H. M., Ping, H. R., & Ling, C. Y. (2014). Positive affect predicting worker psychological response to cyber-bullying in the high-tech industry in Northern Taiwan. Computers in Human Behavior, 30, 307-314.
  • Chaplin, T. M. (2006). Anger, happiness, and sadness: associations with depressive symptoms in late adolescence. Journal of Youth and Adolescence, 35, 977-986.
  • Chou C. (2001). Internet heavy use and addiction among Taiwanese college students: An online interview study. Cyberpsychology & Behavior, 4(5), 573–585.
  • Çetin, B., Eroğlu, Y., Peker, A., Akbaba, S. ve Pepsoy, S. (2012). Ergenlerde ilişkisel-karşılıklı bağımlı benlik kurgusu, siber zorbalık ve psikolojik uyumsuzluk arasındaki ilişkinin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 12(2), 637-653.
  • Çetin, B., Peker, A., Eroğlu, Y., & Çitemel, N. (2011). Siber zorbalığın bir yordayıcısı olarak ilişkilerle ilgili bilişsel çarpıtmalar: Ergenler için bir ön çalışma. International Online Journal of Educational Sciences, 3(3), 1064-1080.
  • Damásio, F., Zanon, C., & Koller, S. (2014). Validation and psychometric properties of the Brazilian version of the Subjective Happiness Scale. Universitas Psychologica, 13(1), 17-24.
  • Diener, E. (2000). Subjective well-being: The science of happiness and a proposal of a national index. Americian Psychologist, 55, 34-43.
  • Diener, E., & Seligman, M. E. P. (2002). Very happy people. Psychological Science, 13, 81-84.
  • Doğan, T., Sapmaz, F., & Çötok, N. A. (2013). Öz-eleştiri ve mutluluk. Kastamonu Eğitim Dergisi, 21 (1), 391-400.
  • Ekşi, F. (2012). Narsistik kişilik özelliklerinin internet bağımlılığı ve siber zorbalığı yordama düzeyinin yol analizi ile incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 12(3), 1683-1706.
  • Eroğlu, Y. (2014). Ergenlerde siber zorbalık ve mağduriyeti yordayan risk etmenlerini belirlemeye yönelik bütüncül bir model önerisi (Yayınlanmamış doktora tezi). Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü, Bursa.
  • Gabriele, R. (2008). Orientations to happiness: Do they make a difference in a student’s educational life? American Secondary Education, 36, 88-101.
  • Griffiths, M. D. (2005). A ‘components’ model of action within a biopsychosocial framework. Journal of Substance Use, 10, 191-197.
  • Horzum, M. B., & Ayas, T. (2014). Ortaöğretim öğrencilerinin psikolojik belirtilere göre sanal zorba ve sanal mağdur düzeylerinin yordanması. Online Journal of Technology Addiction & Cyberbullying, 2 (2014), 21-36.
  • Hinduja, S., & Patchin, J. W. (2009). Bullying beyond the schoolyard: Preventing and responding to cyber bullying. Thousand Oaks, CA: Corwin Press.
  • Holfeld, B. (2014). Perceptions and attributions of bystanders to cyber bullying. Computers in Human Behavior, 38, 1-7.
  • Jöreskog, K. G., & Sorbom, D. (1996). LISREL 8 reference guide. Lincolnwood, IL: Scientific Software International.
  • Kim, K. H., & Davis, K. E. (2009). Toward a comprehensive theory of problematic Internet use: Evaluating the role of self-esteem, anxiety, flow, and the self-rated importance for Internet activities. Computers in Human Behavior, 25, 490-500.
  • Kokkinos, C. M., Antoniadou, N., & Markos, A. (2014). Cyber-bullying: An investigation of the psychological profile of university student participants. Journal of Applied Developmental Psychology, 35, 204-214.
  • Kowalski, R. M., Limber, S. P., & Agatston, P. W. (2012). Cyberbullying: Bullying in the digital age (2nd ed.). 978-1-4443-3481-4. Wiley-Blackwell Publishing Ltd.
  • Kowalski, R. M., & Limber, S. P. (2007). Cyberbullying among middle school students. Journal of Adolescent Health, 41, 22-30.
  • Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth. Psychological Bulletin, 140, 1073-1137.
  • Larson, R. (1989). Is feeling “in control” related to happiness in daily life? Psychological Reports, 64, 775-784.
  • Lauriola, M., & Iani, L. (2015). Does positivity mediate the relation of extraversion and neuroticism with subjective happiness? PLoS One, 10 (3): e0121991.
  • Lyubomirsky, S. (2001). Why are some people happier than others? The role of cognitive and motivational processes in well-being. American Psychologist, 56, 239-249.
  • Lyubomirsky, S., King, L., & Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin, 131, 803-855.
  • Lyubomirsky, S., & Lepper, H. S. (1999). A measure of subjective happiness: Preliminary reliability and construct validation. Social Indicators Research, 46, 137-155.
  • Lyubomirsky S., Tkach C., & DiMatteo M.R. (2006). What are the differences between happiness and self-esteem? Social Indicator Research, 78, 363–404.
  • Lyubomirsky, S., & Tucker, K. L. (1998). Implications of individual differences in subjective happiness for perceiving, interpreting, and thinking about life events. Motivation and Emotion, 22(2), 155-186.
  • Mishna, F., Khoury-Kassabri, M., Gadalla, T., & Daciuk, J. (2012). Risk factors for involvement in cyber bullying: Victims, bullies, and bully/victims. Children and Youth Services Review, 34(1), 63–70.
  • Mishna, F., Saini, M., & Solomon, S. (2009). Ongoing and online: Children and youth’s perceptions of cyber bullying. Children and Youth Services Review, 31 (12), 1222-1228.
  • Patchin, J. W., & Hinduja, S. (2012). Cyberbullying: An update and synthesis on the research. In J. W. Patchin & S. Hinduja (Eds.), Cyberbullying prevention and response: Expert perspectives (pp. 13-36). New York: Routledge.
  • Peker, A. (baskıda). Negatif duygunun siber zorbalık ve mağduriyete ilişkin yordayıcı rolünün incelenmesi. Kastamonu Üniversitesi Kastamonu Eğitim Dergisi.
  • Peker, A., Eroğlu, Y., & Çitemel, N. (2012). Boyun eğici davranışlar ile siber zorbalık ve mağduriyet arasındaki ilişkide cinsiyetin aracılığının incelenmesi. Uluslararası İnsan Bilimleri Dergisi, 9, 205-221.
  • Riebel, J., Jager, R. S., & Fischer, U. C. (2009). Cyber-bullying in Germany- an exploration of prevalence, overlapping with real life bullying and coping strategies. Psychology Science Quarterly, 51, 298-314.
  • Sabella, R. A., Patchin, J. W., & Hinduja, S. (2013). Cyberbullying myths and realities. Computers in Human Behavior, 29(6), 2703-2711.
  • Schenk, A. M., Fremouw, W. J., & Keelan, C. M. (2013). Characteristics of college cyber bullies. Computers in Human Behavior, 29, 2320-2327.
  • Seidlitz L., Wyer, R.S., & Diener, E. (1997). Cognitive correlates of subjective well-being: The processing of valenced life events by happy and unhappy persons. Journal of Research in Personality, 31, 240-256.
  • Slonje, R., & Smith, P. K. (2008). Cyberbullying: Another main type of bullying? Scandinavian Journal of Psychology, 49, 147-154.
  • Smith, P. K., Mahdavi, J., Carvalho, M., & Tippett, N. (2006). An investigation into cyberbullying, its forms, awareness, and impact, and the relationship between age and gender in cyberbullying. London: Goldsmiths College.
  • Sourander, A., Brunstein-Klomek, A., Helenius, H., Ikonen, M., Lindroos, J., Luntamo, T., & Koskelainen, M. (2010). Psychosocial risk factors associated with cyberbullying among adolescents: A population-based study. Archives of General Psychiatry, 67, 720-728.
  • Suh, E., Diener, E., Oishi, S., & Triandis H. C. (1998). The shifting basis of life satisfaction judgments across cultures: Emotions versus norms. Journal of Personality and Social Psychology, 74, 482–493.
  • Tokunaga, R. S. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26(3), 277-287.
  • Treur, T., Fabian, Z., & Furedi, J. (2001). Internet addiction associated with features of impulse control disorder: Is it a real psychiatric disorder. Journal of Affective Disorders, 66(2-3), 283.
  • Vela, J.C., Castro, V., Cavazos, L., Cavazos, M., & Gonzalez, S.L. (2015). Understanding Latina/o students’ meaning in life, spirituality, and subjective happiness. Journal of Hispanic Higher Education, 14(2) 171–184.
  • Willard, N. (2007). Cyberbullying and Cyberthreats: Responding to the challenge of online social aggression, threats, and distress. Champaign, IL: Research Press.
  • Willard, N. (2004). Educator’s guide to cyberbullying: Addressing the harm caused by online social cruelty. http: //cyberbully. org (Available from).
  • Williams, K. R., & Guerra, N. G. (2007). Prevalence and predictors of Internet bullying. Journal of Adolescent Health, 41(6), 14-21.
  • Ybarra, M., Diener-West, M., & Leaf, P. (2007). Examining the overlap in Internet harassment and school bullying: Implications for school intervention. Journal of Adolescent Health, 41, 42-50.
  • Ybarra, M. L., & Mitchell, K. J. (2004). Online aggressor/targets, aggressors, and targets: A comparison of associated youth characteristics. Journal of Child Psychology and Psychiatry, 45, 1308-1316.

The Investigation of Relationships Between Subjective Happiness, Cyber Bullying, and Cyber Victımization in Adolescents

Yıl 2015, Cilt: 2 Sayı: 1, 32 - 51, 03.07.2015

Mehmet Ali Padır Yüksel Eroğlu Mustafa Çalışkan

Öz

In recent years, particularly among adolescents increasingly widespread use of information and communication technologies seems to cause some negative consequences. One of these negative consequences is cyber bullying that recently been widely experienced as a the result of the use of information and communication technologies to harm others. The aim of this study was to investigate the relationships between subjective happiness, cyber bullying, and cyber victimization. In accordance with this purpose 274 students studying in various high schools in Bayburt in the 2015-2016 spring semestre were taken as sample and cross sectional survey model which is one of the general survey models was used. 138 (50.37% ) of the students are boys and 136 (49.63%) of the students are girls. Subjective Happiness Scale and Cyber Bully/Victim scale were administered to participants. According to results of Pearson correlation analysis, subjective happiness was negatively related to cyber bullying and victimization. The structural equation model where cyber bullying and victimization was predicted by subjective happiness was well fit. Based on findings obtained from structural equation model, subjective happiness predicted negatively both cyber bullying and victimization. Based on the findings of this study, it was anticipated that increase in subjective happiness leaded to decrease in cyber bullying and victimization. Results were discussed in the light of the literature.

Anahtar Kelimeler

Cyber bullying cyber victimization subjective happiness structural equation modeling

Kaynakça

  • Aftab, P. (2011). Cyberbullying/stalking & harassment. Retrieved 7 June 2014, from https: // www. wiredsafety. org /subjects/cyberbullying.php.
  • Akın, A. (2012). The relationships between Internet addiction, subjective vitality, and subjective happiness. Cyberpsychology, Behavior, and Social Networking, 15 (8), 404-410.
  • Akın, A., & Akın, Ü. (2015). Friendship quality and subjective happiness: The mediator role of subjective vitality. Education and Science, 40, 233-242.
  • Akın, A., & Satıcı, S. A. (2011). Öznel Mutluluk Ölçeği: Geçerlik ve güvenirlik çalışması. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 21, 65-77.
  • Ang, R. P., & Goh, D. H. (2010). Cyberbullying among adolescents: The role of affective and cognitive emphaty and gender. Child Psychiatry and Human Development, 41, 387-37.
  • Arıcak, O. T. (2009). Psychiatric symptomatology as a predictor of cyberbullying among Turkish university students. Eurasian Journal of Educational Research, 34, 167-184.
  • Ayas, T. (2014). Prediction cyber bullying with respect to depression, anxiety, and gender variables. Online Journal of Technology Addiction & Cyberbullying, 1 (2014), 1-17.
  • Ayas, T. (3-5 Ekim 2011). Lise öğrencilerinin sanal zorba ve mağdur olma yaygınlığı. 11. Ulusal Psikolojik Danışma ve Rehberlik Kongresinde sunuldu, İzmir.
  • Ayas, T., & Horzum, M. B. (2010). Sanal Zorba/Kurban Ölçek geliştrme çalışması. Akademik Bakış, 19, 1-17.
  • Ayas T., Horzum, M.B. (2012). İlköğretim Öğrencilerinin Sanal Zorba ve Mağdur Olma Durumu. ElementaryEducation Online, 11(2), 369-380, 2012.
  • Batmaz,M. Ayas, T (2013) İlköğretim ikinci kademedeki öğrencilerin psikolojik belirtilere göre sanal zorbalık düzeylerinin yordanması. Suje 3, 43-53
  • Byrne, B. M. (2001). Structural equation modeling with Amos: Basic concepts, applications, and programming. London: Routledge.
  • Chao, H. J., Hou, L. C., Yueh, H. M., Ping, H. R., & Ling, C. Y. (2014). Positive affect predicting worker psychological response to cyber-bullying in the high-tech industry in Northern Taiwan. Computers in Human Behavior, 30, 307-314.
  • Chaplin, T. M. (2006). Anger, happiness, and sadness: associations with depressive symptoms in late adolescence. Journal of Youth and Adolescence, 35, 977-986.
  • Chou C. (2001). Internet heavy use and addiction among Taiwanese college students: An online interview study. Cyberpsychology & Behavior, 4(5), 573–585.
  • Çetin, B., Eroğlu, Y., Peker, A., Akbaba, S. ve Pepsoy, S. (2012). Ergenlerde ilişkisel-karşılıklı bağımlı benlik kurgusu, siber zorbalık ve psikolojik uyumsuzluk arasındaki ilişkinin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 12(2), 637-653.
  • Çetin, B., Peker, A., Eroğlu, Y., & Çitemel, N. (2011). Siber zorbalığın bir yordayıcısı olarak ilişkilerle ilgili bilişsel çarpıtmalar: Ergenler için bir ön çalışma. International Online Journal of Educational Sciences, 3(3), 1064-1080.
  • Damásio, F., Zanon, C., & Koller, S. (2014). Validation and psychometric properties of the Brazilian version of the Subjective Happiness Scale. Universitas Psychologica, 13(1), 17-24.
  • Diener, E. (2000). Subjective well-being: The science of happiness and a proposal of a national index. Americian Psychologist, 55, 34-43.
  • Diener, E., & Seligman, M. E. P. (2002). Very happy people. Psychological Science, 13, 81-84.
  • Doğan, T., Sapmaz, F., & Çötok, N. A. (2013). Öz-eleştiri ve mutluluk. Kastamonu Eğitim Dergisi, 21 (1), 391-400.
  • Ekşi, F. (2012). Narsistik kişilik özelliklerinin internet bağımlılığı ve siber zorbalığı yordama düzeyinin yol analizi ile incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 12(3), 1683-1706.
  • Eroğlu, Y. (2014). Ergenlerde siber zorbalık ve mağduriyeti yordayan risk etmenlerini belirlemeye yönelik bütüncül bir model önerisi (Yayınlanmamış doktora tezi). Uludağ Üniversitesi Eğitim Bilimleri Enstitüsü, Bursa.
  • Gabriele, R. (2008). Orientations to happiness: Do they make a difference in a student’s educational life? American Secondary Education, 36, 88-101.
  • Griffiths, M. D. (2005). A ‘components’ model of action within a biopsychosocial framework. Journal of Substance Use, 10, 191-197.
  • Horzum, M. B., & Ayas, T. (2014). Ortaöğretim öğrencilerinin psikolojik belirtilere göre sanal zorba ve sanal mağdur düzeylerinin yordanması. Online Journal of Technology Addiction & Cyberbullying, 2 (2014), 21-36.
  • Hinduja, S., & Patchin, J. W. (2009). Bullying beyond the schoolyard: Preventing and responding to cyber bullying. Thousand Oaks, CA: Corwin Press.
  • Holfeld, B. (2014). Perceptions and attributions of bystanders to cyber bullying. Computers in Human Behavior, 38, 1-7.
  • Jöreskog, K. G., & Sorbom, D. (1996). LISREL 8 reference guide. Lincolnwood, IL: Scientific Software International.
  • Kim, K. H., & Davis, K. E. (2009). Toward a comprehensive theory of problematic Internet use: Evaluating the role of self-esteem, anxiety, flow, and the self-rated importance for Internet activities. Computers in Human Behavior, 25, 490-500.
  • Kokkinos, C. M., Antoniadou, N., & Markos, A. (2014). Cyber-bullying: An investigation of the psychological profile of university student participants. Journal of Applied Developmental Psychology, 35, 204-214.
  • Kowalski, R. M., Limber, S. P., & Agatston, P. W. (2012). Cyberbullying: Bullying in the digital age (2nd ed.). 978-1-4443-3481-4. Wiley-Blackwell Publishing Ltd.
  • Kowalski, R. M., & Limber, S. P. (2007). Cyberbullying among middle school students. Journal of Adolescent Health, 41, 22-30.
  • Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth. Psychological Bulletin, 140, 1073-1137.
  • Larson, R. (1989). Is feeling “in control” related to happiness in daily life? Psychological Reports, 64, 775-784.
  • Lauriola, M., & Iani, L. (2015). Does positivity mediate the relation of extraversion and neuroticism with subjective happiness? PLoS One, 10 (3): e0121991.
  • Lyubomirsky, S. (2001). Why are some people happier than others? The role of cognitive and motivational processes in well-being. American Psychologist, 56, 239-249.
  • Lyubomirsky, S., King, L., & Diener, E. (2005). The benefits of frequent positive affect: Does happiness lead to success? Psychological Bulletin, 131, 803-855.
  • Lyubomirsky, S., & Lepper, H. S. (1999). A measure of subjective happiness: Preliminary reliability and construct validation. Social Indicators Research, 46, 137-155.
  • Lyubomirsky S., Tkach C., & DiMatteo M.R. (2006). What are the differences between happiness and self-esteem? Social Indicator Research, 78, 363–404.
  • Lyubomirsky, S., & Tucker, K. L. (1998). Implications of individual differences in subjective happiness for perceiving, interpreting, and thinking about life events. Motivation and Emotion, 22(2), 155-186.
  • Mishna, F., Khoury-Kassabri, M., Gadalla, T., & Daciuk, J. (2012). Risk factors for involvement in cyber bullying: Victims, bullies, and bully/victims. Children and Youth Services Review, 34(1), 63–70.
  • Mishna, F., Saini, M., & Solomon, S. (2009). Ongoing and online: Children and youth’s perceptions of cyber bullying. Children and Youth Services Review, 31 (12), 1222-1228.
  • Patchin, J. W., & Hinduja, S. (2012). Cyberbullying: An update and synthesis on the research. In J. W. Patchin & S. Hinduja (Eds.), Cyberbullying prevention and response: Expert perspectives (pp. 13-36). New York: Routledge.
  • Peker, A. (baskıda). Negatif duygunun siber zorbalık ve mağduriyete ilişkin yordayıcı rolünün incelenmesi. Kastamonu Üniversitesi Kastamonu Eğitim Dergisi.
  • Peker, A., Eroğlu, Y., & Çitemel, N. (2012). Boyun eğici davranışlar ile siber zorbalık ve mağduriyet arasındaki ilişkide cinsiyetin aracılığının incelenmesi. Uluslararası İnsan Bilimleri Dergisi, 9, 205-221.
  • Riebel, J., Jager, R. S., & Fischer, U. C. (2009). Cyber-bullying in Germany- an exploration of prevalence, overlapping with real life bullying and coping strategies. Psychology Science Quarterly, 51, 298-314.
  • Sabella, R. A., Patchin, J. W., & Hinduja, S. (2013). Cyberbullying myths and realities. Computers in Human Behavior, 29(6), 2703-2711.
  • Schenk, A. M., Fremouw, W. J., & Keelan, C. M. (2013). Characteristics of college cyber bullies. Computers in Human Behavior, 29, 2320-2327.
  • Seidlitz L., Wyer, R.S., & Diener, E. (1997). Cognitive correlates of subjective well-being: The processing of valenced life events by happy and unhappy persons. Journal of Research in Personality, 31, 240-256.
  • Slonje, R., & Smith, P. K. (2008). Cyberbullying: Another main type of bullying? Scandinavian Journal of Psychology, 49, 147-154.
  • Smith, P. K., Mahdavi, J., Carvalho, M., & Tippett, N. (2006). An investigation into cyberbullying, its forms, awareness, and impact, and the relationship between age and gender in cyberbullying. London: Goldsmiths College.
  • Sourander, A., Brunstein-Klomek, A., Helenius, H., Ikonen, M., Lindroos, J., Luntamo, T., & Koskelainen, M. (2010). Psychosocial risk factors associated with cyberbullying among adolescents: A population-based study. Archives of General Psychiatry, 67, 720-728.
  • Suh, E., Diener, E., Oishi, S., & Triandis H. C. (1998). The shifting basis of life satisfaction judgments across cultures: Emotions versus norms. Journal of Personality and Social Psychology, 74, 482–493.
  • Tokunaga, R. S. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26(3), 277-287.
  • Treur, T., Fabian, Z., & Furedi, J. (2001). Internet addiction associated with features of impulse control disorder: Is it a real psychiatric disorder. Journal of Affective Disorders, 66(2-3), 283.
  • Vela, J.C., Castro, V., Cavazos, L., Cavazos, M., & Gonzalez, S.L. (2015). Understanding Latina/o students’ meaning in life, spirituality, and subjective happiness. Journal of Hispanic Higher Education, 14(2) 171–184.
  • Willard, N. (2007). Cyberbullying and Cyberthreats: Responding to the challenge of online social aggression, threats, and distress. Champaign, IL: Research Press.
  • Willard, N. (2004). Educator’s guide to cyberbullying: Addressing the harm caused by online social cruelty. http: //cyberbully. org (Available from).
  • Williams, K. R., & Guerra, N. G. (2007). Prevalence and predictors of Internet bullying. Journal of Adolescent Health, 41(6), 14-21.
  • Ybarra, M., Diener-West, M., & Leaf, P. (2007). Examining the overlap in Internet harassment and school bullying: Implications for school intervention. Journal of Adolescent Health, 41, 42-50.
  • Ybarra, M. L., & Mitchell, K. J. (2004). Online aggressor/targets, aggressors, and targets: A comparison of associated youth characteristics. Journal of Child Psychology and Psychiatry, 45, 1308-1316.
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Mehmet Ali Padır Bu kişi benim

Yüksel Eroğlu

Mustafa Çalışkan Bu kişi benim

Yayımlanma Tarihi 3 Temmuz 2015
Gönderilme Tarihi 3 Temmuz 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 2 Sayı: 1

Kaynak Göster

APA Padır, M. A., Eroğlu, Y., & Çalışkan, M. (2015). Ergenlerde Öznel Mutluluk İle Siber Zorbalık ve Mağduriyet Arasındaki İlişkinin İncelenmesi. Online Journal of Technology Addiction and Cyberbullying, 2(1), 32-51.