Lise Öğrencilerinin Akran Zorbalığına Maruz Kalma Düzeylerini Yordayan Değişkenlerin İncelenmesi

Year 2022, Volume: 22 Issue: 1, 62 - 79, 23.03.2022

Erol Süzük , Tuncay Akınci

https://doi.org/10.17240/aibuefd.2022..-819947

Cited By: 3

Abstract

Zorbalık dünya çapında yaygın bir sorundur ve büyük ölçekli araştırmalar çocukların yaklaşık %25'inin okulda zorbalığa uğradığını bildirmektedir. Zorbalık davranışı ülke çapında eğitimciler için önemli bir sosyal ve sağlık sorunu olmaya devam etmektedir. Okul zorbalığı ile ilgili çok fazla söylem olmasına rağmen, önceki çalışmalar birey, ebeveyn ve öğretmen değişkenleri gibi faktörlerin yordayıcı etkisini açıklamada sınırlıdır. Okul sisteminin paydaşları olan aile, öğretmen ve öğrencilerle ilgili faktörlerin akran zorbalığı ile ilişkisinin anlaşılması bu konuda alınması gereken önlemlere ışık tutması açısından önemlidir. Bu araştırmanın amacı lise öğrencilerinde aile (sosyoekonomik statü ve sosyal destek), öğretmen (sınıf içi disiplin, öğretmen desteği, öğretmen dönütü ve öğretmen ilgisi) ve öğrenci (dayanıklılık, hedef yönelimi ve rekabetçilik) faktörlerinin akran zorbalığı ile ilişkilerini incelemek ve bu faktörlerin akran zorbalığına maruz kalma düzeylerini ne kadar yordadığını ortaya koymaktır. İlişkisel tarama modelinin kullanıldığı bu çalışmanın verileri PISA uygulamasından alınmıştır. Hiyerarşik regresyon analizinin kullanıldığı çalışmaya 6368 lise öğrencinin verileri dâhil edilmiştir. Araştırma bulgularına göre, ailenin sosyal desteği zorbalığa maruz kalmanın en önemli yordayıcısıdır. Sosyoekonomik statü ile zorbalığa maruz kalma arasında anlamlı bir ilişki bulunmamaktadır. Sınıf içi disiplini iyi sağlayan, öğrencilerine destek veren ve öğrencisiyle ilgilenen öğretmenlerin sınıflarında daha az zorbalık davranışı görülmektedir. Dayanıklılık düzeyi yüksek öğrenciler zorbalığa daha az maruz kalmaktadır.

Keywords

zorbalık, lise öğrencisi, aile desteği, öğretmen desteği

Examining of the Variables Predicting Exposure to Peer Bullying Among High School Students

Abstract

Bullying is a widespread problem worldwide, and large-scale studies report that approximately 25% of children are bullied at school. bullying behavior remains a significant social and health issue for educators nationwide. Although there is a lot of discourse on school bullying, previous studies are limited in explaining the predictive effect of factors such as individual, parent and teacher variables. It is important to understand the relationship between the factors related to family, teachers and students, who are the stakeholders of the school system, and peer bullying, in terms of shedding light on the measures to be taken in this regard. The purpose of this study was to investigate the relationship between family (socio-economic status and social support), teacher (in-class discipline, teacher support, teacher feedback and teacher interest), and student (endurance, goal orientation and competitiveness) factors and exposure to peer bullying. Furthermore, the power of these factors in predicting peer bullying was examined. The data of this relational survey model study was taken from the PISA application of 2018. The data of 6368 high school students were included in the study in which hierarchical regression analysis was used. According to the research findings, the social support of the family is the most important predictor of being exposed to bullying. There is no significant relationship between socio-economic status and exposure to bullying. Less bullying behavior is observed in the classrooms of teachers who provide good discipline, support their students and care about their students. Students with high resilience levels are less exposed to bullying.

Keywords

Bullying, high school students, family support, teacher support.

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