Ergenlerde Akran Zorbalığının Bireysel ve Çevresel Değişkenler Tarafından Yordanması

Year 2024, Volume: 12 Issue: 2, 649 - 681, 29.07.2024

Abdulkadir Özer Namık Kemal Haspolat

https://doi.org/10.46778/goputeb.1399474

Cited By: 1

Abstract

Bu araştırmada, ergenlerde akran zorbalığı üzerinde; bireysel (yaş, cinsiyet, temel psikolojik ihtiyaçların engellenmesi) ve çevresel (ergen ebeveyn ilişkileri, arkadaşlık ilişkileri, mağdur olma) değişkenlerin etkisinin incelenmesi amaçlanmıştır. Araştırma, iki ya da daha fazla sayıdaki değişken arasındaki değişimin varlığını ortaya koymayı hedeflediğinden, yordamaya yönelik korelasyonel bir çalışmadır. Çalışma grubu 516 kız (%62,1) ve 315 erkek (%37,9) olmak üzere toplam 831 ortaokul ve lise öğrencisinden oluşmaktadır. Araştırma verileri Kişisel Bilgi Formu, Akran İlişkileri Ölçeği, Ergen-Ebeveyn İlişkileri Ölçeği, Akran Zorbalığı Belirleme Ölçeği Ergen Formu, Temel Psikolojik İhtiyaçların Tatmini ve Engellenmesi Ölçeği kullanılarak elde edilmiştir. Verilerin analizinde Hiyerarşik Regresyon Analizi kullanılmıştır. Araştırmadan elde edilen sonuçlara göre cinsiyet, yaş, temel psikolojik ihtiyaçların engellenmesi, ergen ebeveyn ilişkisi ve mağdur olma değişkenlerinin, ergenlerin zorbalık düzeylerinin anlamlı birer yordayıcısı olduğu bulunmuştur. Modelde arkadaşlık ilişkileri değişkeni anlamlı bir yordayıcı değildir. Çalışmada mağdur olmanın en güçlü yordayıcı olduğu, modelin ergenlerin zorbalık düzeyinin yaklaşık %34’ünü açıkladığı tespit edilmiştir. Bu çalışmadan elde edilen sonuçlar, geliştirilecek bireysel ve aile katılımlı müdahalelerin, ergenlerde akran zorbalığının önlenmesinde etkili olabileceğini göstermektedir.

Keywords

Akran Zorbalığı, Ergen-Ebeveyn İlişkileri, Arkadaş İlişkileri, Temel Psikolojik İhtiyaçların Engellenmesi

The Prediction of Peer Bullying in Adolescents by Individual and Environmental Variables

Abstract

This study aimed to examine the effects of individual (age, gender, frustration of basic psychological needs) and environmental (adolescent-parental relationships, friendship relations, victimization) variables on peer bullying in adolescents. The study group consisted of 831 middle and high school students, 516 girls (62.1%), and 315 boys (37.9%). The research data were obtained using the Personal Information Form, Friendship Qualities Scale, Adolescent-Parental Relationships Scale, Peer Bullying Scale Adolescent Form, Basic Psychological Needs Satisfaction, and Frustration Scale. Hierarchical Regression Analysis was used to analyze the data. According to the results obtained from the study, gender, age, frustration of basic psychological needs, adolescent-parent relationships, and victimization variables were found to be significant predictors of adolescents' bullying levels. In the model, the friendship relationships variable is not a significant predictor. In the study, it was determined that victimization was the strongest predictor, and the model explained approximately 34% of the bullying level of adolescents. The results obtained from this study show that individual and family-participated interventions can be effective in preventing peer bullying in adolescents.

Keywords

Peer Bullying, Adolescent-Parental Relationships, Friendship Relations, Frustration of Basic Psychological Needs

References

• Abay, E., & Tuğlu, C. (2000). Şiddet ve agresyonun nörobiyolojisi [The neurobiology of violence and aggression]. Klinik Psikiyatri, 3(1), 21-26.
• Ağırkan, M., & Ergene, T. (2022). What does the social and emotional learning interventions (SEL) tell us? A meta-analysis. Revista de Psicodidáctica (English ed.), 27(2), 97-108. https://doi.org/10.1016/j.psicoe.2022.02.002
• Ağırkan, M. (2023a). Global trends in research on school bullying and its correlation with COVID-19 pandemic. Journal of Family Counseling and Education, 8(2), 33-49. https://doi.org/10.32568/jfce.1343885
• Ağırkan, M. (2023b). The mediating effect of social emotional learning between relationship on basic psychological needs and technology addiction. Journal of Education in Science Environment and Health, 9(4), 268-280. https://doi.org/10.55549/jeseh.1381065
• Akman, D. (2023). Manisa’da bir merkez ilçede ilköğretim 5. ve 7. sınıf öğrencilerinde akran zorbalığı ve etkileyen faktörler [Peer bullying and influencing factors among 5th and 7th grade elementary school students in a central district in Manisa]. [Speciality in medicine thesis]. Manisa Celal Bayar University.
• Aksu, G. (2019).12-15 yaş arası ergenlerin zorbalık davranışı ile ebeveynden algıladıkları psikolojik kontrol arasındaki ilişkide olumsuz otomatik düşüncelerin aracı rolünün incelenmesi [An analaysis of the mediator effect of automatic negative thoughts on the relationship between bullying behaviors and perceived parental psychological control among adolescents aged between 12-15 years old]. [Unpublished master’s thesis]. İstanbul Işık University.
• Aktaş, E. F. (2017). Ergen-Ebeveyn İlişkileri: Bir Model Testi [Adolescent-parent relationships: A model test]. [Unpublished doctoral dissertation]. Hacettepe University.
• Ali, S., Hartini, N., & Yoenanto, N. H. (2022). Characteristics of bullying perpetrators and bullying victimization at the Indonesians Schools; A-Review. Journal of Positive School Psychology,6(6), 3392-3404.
• Analisah, C. D. C., & Indartono, S. (2019). Ecological theory: preventing student bullying to promote culture of peace. In International Conference on Social Science and Character Educations (ICoSSCE 2018) and International Conference on Social Studies, Moral, and Character Education (ICSMC 2018) (pp. 239-244). Atlantis Press. https://doi.org/10.2991/icossce-icsmc-18.2019.44
• Atik, Z. E., Çoban, A. E., Çok, F., Doğan, T., & Karaman, N. G. (2014). Akran İlişkileri Ölçeği’nin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması [The Turkish adaptation of the Friendship Qualities Scale: A validity and reliability study]. Kuram ve Uygulamada Eğitim Bilimleri, 14(2), 433-446. https://doi.org/10.12738/estp.2014 .2. 1778
• Ayas, T. & Pişkin, M. (2015). Akran zorbalığı ölçeği ergen formu [Peer bullying scale adolescent form]. Akademik Bakış Dergisi, 50, 316-324.
• Babarro, I., Andiarena, A., Fano, E., Lertxundi, N., Vrijheid, M., Julvez, J., ... & Ibarluzea, J. (2020). Risk and protective factors for bullying at 11 years of age in a Spanish birth cohort study. International Journal of Environmental Research and Public Health, 17(12), 4428. https://doi.org/10.3390/ijerph17124428
• Baş, E. (2021). Ortaöğretimde akran zorbalığı, zorba/mağdur olmayı etkileyen kişisel ve çevresel unsurlar-Samsun örneği [Peer bullying in secondary education, personal and environmental factors affecting being bully/victim- example of Samsun]. [Unpublished master’s thesis]. Sinop University.
• Bellamy, L., Rios-Ellis, B. & Shoji, J. (2000). An examination of specific types of Ijime within Japanese schools. School Psychology International, 21, 227-241. https://doi.org/10.1177/0143034300213001
• Bukowski, W. M., Hoza, B., & Boivin, M. (1994). Measuring friendship quality during pre and early adolescence: The development and psychometric properties of the Friendship Qualities Scale. Journal of Social and Personal Relationships, 11, 471-84. https://doi.org/10.1177/0265407594113011
• Cairns, R. B., Cairns, B. D., Neckerman, H. J., Gest, S. D., & Gariepy, J. L. (2017). Social networks and aggressive behavior: Peer support or peer rejection?. Interpersonal Development (pp. 223-231). Routledge. https://doi.org/10.4324/ 9781351153683-12
• Chen, M., Tang, W., Wang, N., Deng, R., Tang, H., Xu, W., & Xu, J. (2023). Bullying victimization and internalizing and externalizing problems in school-aged children: the mediating role of sleep disturbance and the moderating role of parental attachment. Child Abuse & Neglect, 138, 106064. https://doi.org/10.1016/ j.chiabu.2023. 106064
• Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Kaap-Deeder, J. V., Verstuyf, J. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39, 216–236. https://doi.org/10. 1007/s11031-014-9450-1
• Cheng, J.,Peng, C., Wang, Z., Yu, Y., Qiu, X., & Liu, X. (2022). Co-occurrence of sibling and peer bullying victimization and depression and anxiety among Chinese adolescents: The role of sexual orientation. Child Abuse & Neglect, 131, 105684. https://doi.org/10.1016/j.chiabu.2022.105684.
• Chen, J. K., Wang, S. C., Chen, Y. W., & Huang, T. H. (2021). Family climate, social relationships with peers and teachers at school, and school bullying victimization among third grade students in elementary schools in Taiwan. School Mental Health, 13(3), 452-461. https://doi.org/10.1007/s12310-020-09404-8
• Cho, S., Glassner, S., & Lee, J. M. (2019). Impact of low self-control, parental involvement, and peer relationships on changes of bullying perpetration over time: A latent growth curve model of a sample of South Korean adolescents. Children and Youth Services Review, 104, 104397. https://doi.org/ 10.1016/j.childyouth.2019.104397
• Choi, B., & Park, S. (2021). Bullying perpetration, victimization, and low self-esteem: Examining their relationship over time. Journal of Youth and Adolescence, 50, 739-752. https://doi.org/10.1007/s10964-020-01379-8
• Costa, S., Ntoumanis, N., & Bartholomew, K.J. (2015). Predicting the brighter and darker sides of interpersonal relationships: Does psychological need thwarting matter? Motivation and Emotion, 39, 11–24. https://doi.org/10.1007/s11031-014- 9427-0
• Cuesta, I., Montesó Curto, P., Metzler Sawin, E., Jiménez Herrera, M., Puig Llobet, M., Seabra, P., & Toussaint, L. (2021). Risk factors for teen suicide and bullying: An international integrative review. International Journal of Nursing Practice, 27(3), e12930. https://doi.org/10.1111/ijn.12930
• Coulton, C., & Chow, J. (1992). Interaction effects in multiple regression. Journal of Social Service Research, 16(1-2), 179-199. https://doi.org/10.1300/ J079v16n01_ 09
• Çelenk, T. E. A., & Yıldızlar, O. (2019). Lise öğrencilerinde akran zorbalığı ve mağduriyetinin incelenmesi [Investigation of high school students from bullying and victimization]. Sağlık ve Yaşam Bilimleri Dergisi, 1(2), 24-31. https://doi. org/10.33308/2687248X.201912150
• Çetin, G., Eroğlu, S., Karabulut, R., Kucur, A., & Yıldızili, F. (2023). Akran zorbalığına maruz kalmış ortaokul öğrencilerinin akran zorbalığı ile baş etme yöntemlerinin incelenmesi [Investigation of peer bullying coping methods of secondary school students exposed to peer bullying]. Kayseri Üniversitesi Sosyal Bilimler Dergisi, 5(1), 33-50. https://doi.org/ 10.51177/kayusosder.1311488
• Çokluk Bökeoğlu, Ö., & Koçak, D. (2016). Using Horn's parallel analysis method in exploratory factor analysis for determining the number of factors. Educational Sciences-theory & Practice, 16(2), 537-551. https://doi.org/10.12738/estp.2016.2.0328
• Dölek, N. (2002). Öğrencilerde zorbaca davranışların araştırılması ve bir önleyici program modeli [Resarching bullying behavior of student and a model for a prevention program] [Unpublished doctoral dissertation]. Marmara University.
• Eastman, M., Foshee, V., Ennett, S., Sotres-Alvarez, D., Reyes, H. L. M., Faris, R. & North, K. (2018). Profiles of internalizing and externalizing symptoms associated with bullying victimization. Journal of Adolescence, 65, 101–110. https://doi.org/10.1016/j. adolescence.2018.03.007
• Eslea, M., Menesini, E., Morita, Y., O'Moore, M., Mora Merchán, J. A., Pereira, B., & Smith, P. K. (2004). Friendship and loneliness among bullies and victims: Data from seven countries. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 30(1), 71-83. https://doi.org/10.1002/ab. 20006
• Espelage, D. L. & Walters, G. D., (2023). Mediating the pathway from bullying victimization to bullying perpetration with hostility, peer delinquency, and pro-bullying attitudes: Transforming victims into aggressors. Psychology of Violence, 13(3), 194. https://doi.org/10.1037/vio0000435
• Eşici, H. (2013). Zorbacı davranışlar ile seçim teorisine dayalı temel ihtiyaçların karşılanması arasındaki ilişki [The relationship between bullying behaviours and fulfilling basic needs based on choice theory]. Türk Eğitim Bilimleri Dergisi, 11(2), 151-168.
• Falla, D., Ortega-Ruiz, R., Runions, K., & Romera, E. M. (2022). Why do victims become perpetrators of peer bullying? Moral disengagement in the cycle of violence. Youth & Society, 54(3), 397-418. https://doi.org/10.1177/0044118X209 73702
• Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage.
• Gromada, A., Rees, G., & Chzhen, Y. (2020). Worlds of influence: Understanding what shapes child well-being in rich countries. United Nations Children’s Fund.
• Günaydın, T., & Ümmet, D. (2023). Ergenlerde psikolojik iyi oluş ve duygusal özerklik arasındaki ilişkide anne baba tutumlarının aracı rolü [The mediating role of parental attitudes in the relationship between psychological well-being and emotional autonomy in adolescents]. Social Sciences Research Journal, 12 (3), 312-324.
• Haspolat, N. K. (2022). Ailede iletişim [communication in the family]. In B. G. Doğan Laçin (Ed.), Anne baba ve çocuk arasındaki ilişki ve iletişim [Relationship and communication between parents and children] (pp. 59–78). Nobel Academy Publishing
• Haspolat, N. K. (2023). The mediating role of emotion dysregulation between adolescent-parent relationship and happiness. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 25(3), 468-476. https://doi.org/10.17556/erziefd.1302314
• Horvat, M., & Kosir, K. Pivec, T. (2023). Psychosocial characteristics of bullying participants: A person-oriented approach combining self-and peer-report measures. Children and Youth Services Review, 144, 106720. https://doi.org/ 10.1016/ j.childyouth.2022.106720
• Kader, Z., & Roman, N. V. (2018). The effects of family conflict on the psychological needs and externalising behaviour of preadolescents. Social Work, 54(1), 37-52. https://doi. org/10.15270/54-1-613
• Kalaycı, Ş. (2009). SPSS uygulamalı çok değişkenli istatistik uygulamaları [Multivariate statistics applications with SPSS]. Asil Yayınevi.
• Karakuş Şahbaz, Y. (2019). Ortaokul öğrencilerinde akran zorbalığı: Adana ili Yüreğir ilçesi pilot çalışma [Peer bullying in secondary school students: Adana Province Yüreğir District pilot working] [Unpublished master’s thesis], Çağ University.
• Kokkinos, C. M., & Kipritsi, E. (2012). The relationship between bullying, victimization, trait emotional intelligence, self-efficacy and empathy among preadolescents. Social Psychology of Education, 15, 41-58. https://doi.org/ 10.1007/s11218-011-9168-9
• Kusumaningsih, A., & Febriani, A. (2022). The role of social skills on bullying behavior tendency with friendship quality as mediator. Jurnal Psikologi, 49(2), 163-181. https://doi.org/10.22146/jpsi.69779
• Laith, R., & Vaillancourt, T. (2022). The temporal sequence of bullying victimization, academic achievement, and school attendance: A review of the literature. Aggression and Violent Behavior, 64, 101722. https://doi.org/10.1016/ j.avb.2022.101722
• Lee, N., Ray, J. V., & Peck, J. H. (2023). Examining the mediating role of peer antisocial behavior on the relationship between parenting and bullying behaviors. Journal of Crime and Justice, 46(3), 348-368. https://doi.org/10.1080/ 0735648X.2022.2148713.
• Longobardi, C., Ferrigno, S., Gullotta, G., Jungert, T., Thornberg, R., & Marengo, D. (2022). The links between students’ relationships with teachers, likeability among peers, and bullying victimization: the intervening role of teacher responsiveness. European Journal of Psychology of Education, 1-18. https://doi. org/10.1007/s10212-021-00535-3
• Luo, S., Ban, Y., Qiu, T., & Liu, C. (2023). Effects of stress on school bullying behavior among secondary school students: Moderating effects of gender and grade level. Frontiers in Psychology, 14, 1074476. https://doi.org/10.3389/fpsyg. 2023.1074476.
• Madsen, K. C., Moody, J. C. & Smith, P. K. (1999). What causes the age decline in reports of being bullied at school? Towards a developmental analysis of risks of being bullied. Educational Research, 41, 267– 285. https://doi.org/10.1080/ 0013188990410303
• Man, X., Liu, J., & Xue, Z. (2022). Effects of bullying forms on adolescent mental health and protective factors: a global cross-regional research based on 65 countries. International Journal of Environmental Research and Public Health, 19(4), 2374. https://doi.org/10.3390/ijerph19042374
• Maneiro, L., van Geel, M., Thakkar, N., & Vedder, P. (2023). Bidirectional associations between bullying victimization and likeability among Indian adolescents. International Journal of Bullying Prevention, 1-13. https://doi.org/ 10.1007/s42380-023-00180-y
• Mertler, C. A. & Vannatta, R. A. (2005). Advanced and multivariate statistical methods: Practical application and interpretation (3rd ed.). Pyrczak.
• MoNE. (2006). Eğitim ortamlarında şiddetin önlenmesi ve azaltılması genelgesi [Circular on preventing and reducing violence in educational environments]. B.080.0.ÖRG.0.20.02.02/1324 Özel Eğitim ve Rehberlik Hizmetleri Genel Müdürlüğü. https://docplayer.biz.tr/5855467-T-c-milli-egitim-bakanligi-ozel-egitim-rehberlik-ve-danisma-hizmetleri-genel-mudurlugu-genelge-no-2006-26.html
• MoNE, (2022). Akran zorbalığı ve siber zorbalıkla mücadelede yeni içerikler hazırlandı [New content has been prepared to combat peer bullying and cyber bullying]. https://orgm.meb.gov.tr/www/akran-zorbaligi-ve-siber-zorbalikla-mucadelede-yeni-iceriklerhazirlandi/icerik/2015
• Moltafet, G., Sadati Firoozabadi, S. S., & Pour-Raisi, A. (2018). Parenting style, basic psychological needs, and emotional creativity: A path analysis. Creativity Research Journal, 30(2), 187-194. https://doi.org/10.1080/10400419.2018. 1446748
• Montero-Carretero, C., Barbado, D., & Cervell´o, E. (2020). Predicting bullying through motivation and teaching styles in physical education. International Journal of Environmental Research and Public Health, 17, 87. https://doi.org /10.3390/ijerph17010087
• Olweus, D. (1978). Aggression in the schools: Bullies and whipping boys. Hemisphere.
• Olweus, D. (1993). Bullying at school: what we know and what we can do. Blackwell Publishing.
• Olweus, D. (1994). Bullying at school: basic facts and effects of a school based intervention program. Journal Of Child Psychology and Psychiatry, 35(7), 1171-1190. https://doi.org/10.1111/j.1469-7610.1994.tb01229.x
• Olweus, D. (2013). School bullying: Development and some important challenges. Annual Review of Clinical Psychology, 9, 751-780. https://doi.org/10. 1146/annurev-clinpsy-050212-185516
• OECD. (2019). PISA 2018 Results (Volume III): What School Life Means for Students’ Lives, PISA, OECD Publishing, Paris. https://doi.org/10.1787/acd78851-en
• Pellegrini, A. D. (2002). Bullying,victimization and sexual harassment during the transition to middle school. Educational Psycologist,37(3),151-163 https://doi.org /10.1207/S153 26985EP37032
• Pellegrini, A. D., & Long, J. D. (2002). A longitudinal study of bullying, dominance and victimization during the transition from primary school through secondary school. British Journal of Developmental Psychology. 20 (2), 259-280. https://doi.org /10.1348 /026151002166442
• Pepler, D., Jiang, D., Craig, W., & Connolly, J. (2008). Developmental trajectories of bullying and associated factors. Child Development, 79(2), 325-338. https://doi.org/10.1111/j.1467-8624.2007.01128.x
• Qian, Y., Yang, Y., Lin, P., Xiao, Y., Sun, Y., Sun, Q., ... & Zhang, X. (2022). Risk factors associated with school bullying behaviors: a Chinese adolescents case-control study, 2019. Journal of Interpersonal Violence, 37(11-12). https://doi.org/ 10.1177/0886260520 976218
• Reiss. A. J., & Farrington. D.P. (1991). Advancing knosvledge. about co-offending: results from a prospective longitudinal survey of Landon males. Joumal of Criminal Lav and Criminology, 82 (2). https://doi.org/10.2307/1143811
• Rigby, K. (2003). Consequences of bullying in schools. The Canadian Journal of Psychiatry, 48, 583-59. https://doi.org/10.1177/070674370304800904
• Rinaldi, C. M., Bulut, O., Muth, T., & Di Stasio, M. (2023). The influence of parenting dimensions and junior high school students’ involvement in bullying. Journal of School Violence, 22(2), 183-197. https://doi.org/10.1080/15388220.2022. 2162534
• Rosen, N. L.,& Nofziger, S. (2019). Boys, bullying, and gender roles: How hegemonic masculinity shapes bullying behavior. Gender Issues, 36(3), 295-318. https:// doi.org/10.1007/s12147-018-9226-0
• Sabramani, V., Idris, I., B., Ismail, H., Nadarajaw, T., Zakaria, E., & Kamaluddin, M., R. (2021). Bullying and its associated ındividual, peer, family and school factors: Evidence from Malaysian national secondary school students. International Journal of Environmental Research and Public Health, 18(13), 7208. https://doi.org/10.3390/ ijerph18137208
• Seals, D. & Young, J. (2003). Bullying and victimization: Prevalence and relationship to gender, grade level, ethnicity, self-esteem and depression. Adolescence, 38, 735- 747.
• Selvi, K. & Bozo, Ö. (2020). The dark side of bodybuilding: The role of bodybuilding activities in compensation of frustrated basic psychological needs. Motivation and Emotion, 44(2), 190- 208. https://doi.org/10.1007/s11031-019-09805-6
• Shannen, T., Kim, S. J., & Lee, J. (2021). Empathy, cyberbullying, and cybervictimization among Filipino adolescents. Child Health Nursing Research, 27(1), 65–74. https://doi.org/10.4094/chnr.2021.27.1.65
• Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics: Pearson new international edition. Pearson Higher Ed.
• Tian, L., Zhang, X., & Huebner, E.S. (2018). The effects of satisfaction of basic psychological needs at school on children’s prosocial behavior and antisocial behavior: The mediating role of school satisfaction. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.00548
• Tuğran, A. Z. (2020). Lise öğrencilerindeki akran zorbalığının yordayıcıları olarak anne baba tutumu ve temel psikolojik ihtiyaçlar [Parental attitudes and basic psychological needs as predictor variables of bullying among high school students]. [Unpublished master’s thesis]. Hacettepe University.
• Tuğran, A. Z., & Dost, M. T. (2022). The relationship between parental attitudes, basic psychological needs, and bullying status in high school students. Education and Science, 47 (209). https://doi.org/10.15390/EB.2022.11034
• TURKSTAT. (2023). Türkiye Çocuk Araştırması, 2022. https://data. tuik.gov.tr/ Bulten /In dex?p=Turkiye-Cocuk-Arastirmasi-2022-49744
• Toprak, A. (2019). Ergenlerde algılanan anne-baba tutumu ile duygusal özerklik ve sır saklama arasındaki ilişkinin incelenmesi [The relationship between perceived parental attitude and emotional autonomy and secrecy in adolescents]. [Unpublished master’s thesis]. Akdeniz University.
• UNICEF. (2018). Half of world’s teens experience peer violence in and around school – UNICEF. https://www.unicef.org/press-releases/half-worlds-teens-experience-peer-violence-and-around-school-unicef
• Utomo, K. D. M. (2022). Investigations of cyber bullying and traditional bullying in adolescents on the roles of cognitive empathy, affective empathy, and age. International Journal of Instruction, 15(2), 937-950. https://doi.org/10. 29333 /iji. 2022.15251a
• Varsamis, P., Halios, H., Katsanis, G., & Papadopoulos, A. (2022). The role of basic psychological needs in bullying victimisation in the family and at school. Journal of Psychologists and Counsellors in Schools, 32(2), 230-242 https://doi.org/ 10.1017/jgc. 2021.9
• Veenstra, R., & Laninga-Wijnen, L. (2023). The prominence of peer interactions, relationships, and networks in adolescence and early adulthood. In L. J. Crockett, G. Carlo, & J. E. Schulenberg (Eds.), APA handbook of adolescent and young adult development (pp. 225–241). American Psychological Association. https://doi.org/10.1037/0000298-014
• Verlinden, S., Hersen, M. & Thomas, J. (2000). Risk factors in school shootings. Clinical Psychology Review, 20(1), 3-56. https://doi.org/10.1016/S0272-7358 (99)00055-0
• Yang, M., Guo, H., Chu, M., Leng, C., Qu, C., Tian, K., ... & Li, X. (2022). Sex differences in traditional school bullying perpetration and victimization among adolescents: a chain-mediating effect. International Journal of Environmental Research and Public Health, 19(15), 9525. https://doi.org/10.3390/ijerph19159525
• Yelboğa, N., & Koçak, O. (2019). Ergenlerde akran zorbalığını yordayan bazı faktörlerin zorba ve mağdur bireyler açısından değerlendirilmesi [Evaluation of some factors predicting peer bullying in adolescents]. OPUS International Journal of Society Researches, 13(19), 2286-2320. https://doi.org/ 10.26466/opus.543567
• Yurtal, F., & Cenkseven, F. (2006, Mart 28-31). İlköğretim okullarında zorbalığın incelenmesi. [Investigation of bullying in primary schools]. I. Şiddet ve Okul: Okul ve Çevresinde Çocuğa Yönelik Şiddet ve Alınabilecek Tedbirler Sempozyumu. MEB ve UNICEF. İstanbul, Türkiye.
• Yurtal, F. & Cenkseven, F. (2007). İlköğretim okullarında zorbalığın yaygınlığı ve doğası [An investigation of the family characteristics of bullies, victims, and positively behaving adolescents]. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(28), 3–13.
• Zhang, Y., Zhang, Q., Zhang, L., Ren, P., Qı, X., & Chang, R. (2022). The covariant relationship between adolescent friendship networks and bullying: A longitudinal social network analysis. Acta Psychologica Sinica, 54(9), 1048 https://doi.org/10. 3724/ SP.J.1041.2022.01048
• Zhang, H., Zhou, H., & Cao, R. (2021). Bullying victimization among left-behind children in rural China: Prevalence and associated risk factors. Journal of Interpersonal Violence, 36(15-16), NP8414-NP8430 https://doi.org/10.1177/ 0886260519843287
• Zhao, M., Hong, X., Chen, Y., Jiao, L., Shao, Q., Fan, H., & Zhang, L. (2023). Parenting style, peer groups, and pro-bullying behavior of junior high school students. Youth & Society. https://doi.org/10.1177/00441 18X231176581