The Effect of Bullying Intervention Program Based on Internet Gaming Disorder and Emotion Regulation Skills on Bullying Behaviors of Primary School Students

Yıl 2024, Cilt: 25 Sayı: 4, 341 - 353, 30.12.2024

İsmail Öztürk , Zeliha Traş

https://doi.org/10.51982/bagimli.1434294

Öz

Objective: The aim of this study was to investigate the effect of an intervention program based on internet gaming disorder and emotion regulation skills on elementary school students' bullying behaviors.
Method: A semi-experimental design with pre-test, post-test, and follow-up measurements was used. The study group consisted of a total of 36 individuals, with 18 in the experimental group and 18 in the control group. The Peer Bullying Scale, Internet Gaming Disorder Scale, and Cognitive Emotion Regulation Scale were used as data collection tools.
Results: When examining the pre-test, post-test, and follow-up test results of the experimental and control groups, it is observed that bullying score averages and internet gaming disorder score averages show a significant decrease in the experimental group.
Conclusion: The intervention program based on internet gaming disorder and emotion regulation skills proves to be effective in reducing bullying behaviors among elementary school students.

Anahtar Kelimeler

Bullying, Internet gaming disorder, Emotion regulation skills, Bullying intervention program, Primary school students.

Proje Numarası

Bu makale aynı isimdeki yüksek lisans tezinden üretilmiştir. Bu çalışma Necmettin Erbakan Üniversitesi BAP Koordinatörlüğü tarafından 2023 YILI 221310003 numaralı proje ile desteklenmiştir.

İnternet Oyun Oynama Bozukluğuna ve Duygu Düzenleme Becerilerine Dayalı Zorbalığa Müdahale Programının İlkokul Öğrencilerinin Zorbalık Davranışlarına Etkisi

Öz

Amaç: Bu araştırmada internet oyun oynama bozukluğuna ve duygu düzenleme becerilerine dayalı zorbalığa müdahale programının ilkokul öğrencilerinin zorbalık davranışlarına olan etkisi incelenmiştir.
Yöntem: Ön test son test ve izleme ölçümlü yarı deneysel desen kullanılmıştır. Çalışma grubu 18 kişi deney grubunda, 18 kişi kontrol grubunda olmak üzere toplam 36 kişiden oluşmaktadır. Veri toplama aracı olarak Akran zorbalığı ölçeği, İnternet oyun oynama bozukluğu ölçeği ve Bilişsel duygu düzenleme ölçeği kullanılmıştır.
Bulgular: Deney ve kontrol gruplarının ön test, son test ve izleme testleri bulgularına bakıldığında zorbalık puan ortalamaları ve internet oyun oynama bozukluğu puan ortalamaları deney grubunda anlamlı düşüş göstermektedir.
Sonuç: İnternet oyun oynama bozukluğuna ve duygu düzenleme becerilerine dayalı zorbalığa müdahale programının ilkokul öğrencilerinin zorbalık davranışlarının azaltılmasında etkili sonuçlar vermektedir.

Anahtar Kelimeler

Zorbalık, İnternet oyun oynama bozukluğu, Duygu düzenleme becerileri, Zorbalığa müdahale programı, İlkokul öğrencileri

Etik Beyan

ETİK BELGESİ EKTE SUNULMUŞTUR.

Destekleyen Kurum

Bu makale aynı isimdeki yüksek lisans tezinden üretilmiştir. Bu çalışma Necmettin Erbakan Üniversitesi BAP Koordinatörlüğü tarafından 221310003 numaralı proje ile desteklenmiştir.

Proje Numarası

Bu makale aynı isimdeki yüksek lisans tezinden üretilmiştir. Bu çalışma Necmettin Erbakan Üniversitesi BAP Koordinatörlüğü tarafından 2023 YILI 221310003 numaralı proje ile desteklenmiştir.

Kaynakça

• Volk AA, Dane AV, Marini ZA. What is bullying? A theoretical redefinition. Dev Rev 2014; 34(4): 327-343.
• Olweus D. Bullying at school: basic facts and effects of a school based intervention program elevundersokelsen view project. J Child Psychol Psychiatry 1994; 35(7): 1171-1190.
• Le Menestrel S. Preventing bullying: consequences, prevention, and intervention. J Youth Dev 2020; 15(3): 8-26.
• Salmivalli C. Bullying and the peer group: a review. Aggress Violent Behav 2010; 15(2): 112-120.
• Jansen DE, Veenstra R, Ormel J, et al. Early risk factors for being a bully, victim, or bully/victim in late elementary and early secondary education. The longitudinal TRAILS study. BMC Public Health 2011; 11: 440.
• Farmer TW, Petrin RA, Robertson DL, et al. Peer relations of bullies, bully-victims, and victims: the two social worlds of bullying in second-grade classrooms. Elem Sch J 2010; 110(3): 364-392.
• Octavia D, Yan LS, Puspita M. The relation of school environments to bullying behaviours amongst. KnE Life Sciences 2021; 6(1): 278-287.
• Camodeca M, Nava E. The long-term effects of bullying, victimization, and bystander behavior on emotion regulation and ıts physiological correlates. J Interpers Violence 2022; 37(3-4): 2056-2075.
• Lereya ST, Copeland WE, Zammit S, Wolke D. Bully/victims: a longitudinal, population-based cohort study of their mental health. Eur Child Adolesc Psychiatry 2015; 24(12): 1461-1471.
• Chapell MS, Hasselman SL, Kitchin T, et al. Bullying in elementary school, high school, and college. Adolescence 2006; 41(164): 633-648.
• Twemlow SW, Fonagy P, Sacco FC, Brethour JR. Teachers who bully students: a hidden trauma. Int J Soc Psychiatry 2006; 52(3): 187-198.
• Black DW, Grant JE. DSM-5 Guidebook : The Essential Companion to the Diagnostic and Statistical Manual of Mental Disorders, 5th edition. Washington: American Psychiatric Association Publishing, 2014.
• Şenel A, Atılgan E, Turhan M, et al. İnternet oyun oynama bozukluğu olan adölesanlarda kas iskelet sistemi semptomları. Bağımlılık Dergisi 2021; 22(3): 218-225.
• Traş Z, Gökçen G. Academic procrastination and social anxiety as predictive variables internet addiction of adolescents. International Education Studies 2020; 13(9): 23-35.
• Traş Z. Internet addiction and loneliness as predictors of internet gaming disorder in adolescents. Educational Research and Reviews 2019; 14(13): 465-473.
• Taechoyotin P, Tongrod P, Thaweerungruangkul T, et al. Prevalence and associated factors of internet gaming disorder among secondary school students in rural community, Thailand: a cross-sectional study. BMC Res Notes 2020; 13: 11.
• Qin KN, Gan X. Longitudinal relationships between school assets, traditional bullying, and internet gaming disorder: the role of self-control and intentional self-regulation among Chinese adolescents. Front Public Health 2023; 11: 1162022.
• Vessey JA, Difazio RL, Neil LK, Dorste A. Is there a relationship between youth bullying and internet addiction? an integrative review. Int J Ment Health Addict 2022; 21(4): 2450-2474.
• Siavashnasab K, Firouzi M, Zadehbagheri G. Specific and common effects of parenting styles and bullying on internet addiction. Int J High Risk Behav Addict 2023; 12(3): 1-9.
• Yang X, Jiang X, Mo PKH, et al. Prevalence and interpersonal correlates of internet gaming disorders among Chinese adolescents. Int J Environ Res Public Health 2020; 17(2): 579.
• Gao YX, Wang JY, Dong GH. The prevalence and possible risk factors of internet gaming disorder among adolescents and young adults: systematic reviews and meta-analyses. J Psychiatr Res 2022; 154: 35-43.
• Gross JJ, Feldman Barrett L, John O, et al. The emerging field of emotion regulation: an integrative review. Rev Gen Psychol 1998; 2(5): 271-299.
• Tamir M. Why do people regulate their emotions? a taxonomy of motives in emotion regulation. Pers Soc Psychol Rev 2016; 20(3): 199-222.
• Bilgiz Ş, Peker A. Üniversite öğrencilerinin duygu düzenleme becerileri ile psikolojik yardım ihtiyaçları arasındaki ilişkinin incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 2018; 18(4): 1978-1990.
• Southam-Gerow MA, Kendall PC. Emotion regulation and understanding: implications for child psychopathology and therapy. Clin Psychol Rev 2002; 22(2): 189-222.
• Kelsey C, Zeman J, Dallaire D. Emotion correlates of bullies, victims, and bully-victims in African American children. J Black Psychol 2017; 43(7): 688-713.
• Shields A, Cicchetti D. Parental maltreatment and emotion dysregulation as risk factors for bullying and victimization in middle childhood. J Clin Child Psychol 2001; 30(3): 349-363.
• Kwon K, Hanrahan AR, Kupzyk KA. Emotional expressivity and emotion regulation: relation to academic functioning among elementary school children. Sch Psychol Q 2017; 32(1): 75-88.
• Kim H, Page T. Emotional bonds with parents, emotion regulation, and school-related behavior problems among elementary school truants. J Child Fam Stud 2013; 22(6): 869-878.
• Handali KA, Primana L. Increasing Emotion Regulation Skills with Dialectical Behavior Therapy Skills Training: A Single-Case Study on an Elementary School Student with Borderline Intellectual Functioning. Proceedıngs of the 1st Internatıonal Conference on Intervention and Applied Psychology, 2017: 201-212.
• Chen X, Lu J, Ran H, Che Y, et al. Resilience mediates parenting style associated school bullying victimization in Chinese children and adolescents. BMC Public Health 2022; 22(1): 2246.
• Ross SW, Horner RH. Bully prevention in positive behavior support. J Emot Behav Disord 2014; 22(4): 225-236.
• Mustafaoğlu R, Yasacı Z. Dijital oyun oynamanın çocukların ruhsal ve fiziksel sağlığı üzerine olumsuz etkileri. Bağımlılık Dergisi 2018; 19(3): 51-58.
• Sunew EY. Emotional Intelligence in School -Aged Children: Relations to Early Maternal Depression and Cognitive Functioning. Doctoral Dissertation, Washington: University of Washington, Department of Psychology, 2004.
• Büyüköztürk Ş. Deneysel Desenler, 5. Baskı. Ankara: Pegem Akademi, 2016.
• Karasar N. Bilimsel Araştırma Yöntemi, 23 Baskı. Ankara: Nobel Akademik Yayıncılık, 2012.
• Büyüköztürk Ş. Sosyal Bilimler İçin Veri Analizi El Kitabı: İstatistik, Araştırma Deseni SPSS Uygulamaları ve Yorum. Pegem Akademi, 2018.
• Pişkin M, Ayas T. Akran zorbalığı ölçeği: çocuk formu. Akademik Bakış Dergisi Uluslararası Hakemli Sosyal Bilimler E-Dergisi 2011; 23: 44-66.
• Garnefski N, Rieffe C, Jellesma F, et al. Cognitive emotion regulation strategies and emotional problems in 9 - 11-year-old children: the development of an instrument. Eur Child Adolesc Psychiatry 2007; 16: 1-9.
• Kurtoğlu Karataş B. 9-11 Yaş Grubu Çocukların Bilişsel Duygu Düzenleme Stratejileri ve Öz Saygı Düzeyleri Arasındaki İlişki. Yüksek Lisans Tezi, Ankara: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Çocuk Gelişimi ve Eğitimi Anabilim Dalı, 2019.
• Arıcak OT, Dinç M, Yay M, Griffiths MD. İnternet oyun oynama bozukluğu ölçeği kısa formu’nun (İOOBÖ9-KF) Türkçeye uyarlanması: geçerlik ve güvenirlik çalışması. Addicta: The Turkish Journal on Addictions 2018; 5(4): 615-636.
• Sonay Güçray S, Çekici F, Çolakkadioğlu O. Psiko-eğitim gruplarının yapılandırılması ve genel ilkeleri. Mersin University Journal of the Faculty of Education 2011; 5(1): 134-153.
• Brown NW. Psychoeducational Groups: Process and Practice, 4. Baskı. New York: Routledge, 2018.
• Kalaycı Ş. SPSS Uygulamalı Çok Değişkenli İstatistik Teknikleri, 5. Baskı. Ankara: Asil Yayın Dağıtım, 2010.
• Rovai AP, Baker JD, Ponton MK. Social Science Research Design and Statistics: A Practitioner’s Guide to Research Methods and IBM SPSS Analysis, 2. Baskı. Chesapeake: Watertree Press LLC, 2013.
• Pallant J. SPSS Kullanma Kılavuzu: SPSS ile Adım Adım Veri Analizi, Balcı S, Ahi B (Çevirenler). 2. Baskı, Ankara: Anı Yayıncılık, 2017.
• Field A. Discovering Statistics Using Spss Statistics, 3. Baskı. London: Sage, 2009.
• Nwanosike CL, Ujoatuonu IVN, Kanu GC, et al. Social bullying among undergraduates: the roles of internet gaming disorder, risk-taking behavior, and internet addiction. Front Psychol 2022; 13: 830794.
• Çakır B, Hazar Z. An investigation of relationship between digital game addiction, peer bullying and sportsmanship attitudes of secondary school pupils. Journal of Sports Sciences Research 2023; 8(3): 511-521.
• Gökbulut B. Ortaokul öğrencilerinin akran zorbalığı ve dijital oyun bağımlılığı arasındaki ilişki. Karaelmas Eğitim Bilimleri Dergisi 2020; 8(1): 89-100.
• Yönet Demirhan C, Cırcır O, Aydemir M, et al. Ergenlerde dijital oyun bağımlılığı ile bilinçli farkındalık arasındaki ilişkide duygu düzenlemenin aracı rolünün incelenmesi. Milli Eğitim Dergisi 2023; 52(239): 1875-1896.
• Neumayer F, Jantzer V, Lerch S, et al. Traditional bullying and cyberbullying victimization independently predict changes in problematic internet gaming in a longitudinal sample. J Adolesc Health 2023; 73(2): 288-295.
• Richard J, Marchica L, Ivoska W, Derevensky J. Bullying victimization and problem video gaming: the mediating role of externalizing and internalizing problems. Int J Environ Res Public Health 2021; 18(4): 1930.
• Herd T, Kim-Spoon J. A systematic review of associations between adverse peer experiences and emotion regulation in adolescence. Clin Child Fam Psychol Rev 2021; 24(1): 141-163.
• Bilgiç BS. Akran Zorbalığına Maruz Kalan Lise Öğrencilerinin Bilişsel Esneklik ve Bilişsel Duygu Düzenleme Stratejilerinin İncelenmesi. Yüksek Lisans Tezi, İstanbul: İstanbul Gelişim Üniversitesi, Psikoloji Anabilim Dalı, 2021.
• Sher K, Khan MJ, Mushtaq R. Machiavellianism and bullying among university students: moderating role of emotion regulation. Pakistan Journal of Psychological Research 2022; 37(3): 365-379.
• Yılmaz Kafalı H, Kayan Ocakoğlu B, Işık A, et al. Theory of mind failure and emotion dysregulation as contributors to peer bullying among adolescents with attention-deficit/hyperactivity disorder. Child Health Care 2021; 50(4): 413-431.
• Riley TN, Sullivan TN, Hinton TS, Kliewer W. Longitudinal relations between emotional awareness and expression, emotion regulation, and peer victimization among urban adolescents. J Adolesc 2019; 72: 42-51.
• Georgiou SN, Charalambous K, Stavrinides P. The mediating effects of adolescents’ internalizing and externalizing problems on the relationship between emotion regulation, mindfulness and bullying/victimization at school. Sch Psychol Int 2021; 42(6): 657-676.
• Labella MH, Klein ND, Yeboah G, et al. Childhood bullying victimization, emotion regulation, rumination, distress tolerance, and depressive symptoms: a cross-national examination among young adults in seven countries. Aggress Behav 2024; 50(1): e22111.
• Nobakht HN, Steinsbekk S, Wichstrøm L. Development of symptoms of oppositional defiant disorder from preschool to adolescence: the role of bullying victimization and emotion regulation. J Child Psychol Psychiatry 2024; 65(3): 343-353.
• Topçu Ç. Modeling the Relationships Among Coping Strategies, Emotion Regulation, Rumination, and Perceived Social Support in Victims of Cyber and Traditional Bullying. Doctoral Thesis. Ankara: Middle East Technical University, School of Social Sciences, 2014.
• Stevens V, De Bourdeaudhuij I, Van Oost P. Bullying in Flemish schools: an evaluation of anti-bullying intervention in primary and secondary schools. Br J Educ Psychol 2000; 70(2): 195-210.
• Özbek ÖY, Taneri PO. İlkokullar için akran zorbalığı önleme modülünün tanıtımı. Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 2022; 13(1): 55-87.
• Giordano AL, Schmit MK, McCall J. Exploring adolescent social media and internet gaming addiction: the role of emotion regulation. J Addict Offender Couns 2023; 44(1): 69-80.
• Schettler LM, Thomasius R, Paschke K. Emotional dysregulation predicts problematic gaming in children and youths: a cross-sectional and longitudinal approach. Eur Child Adolesc Psychiatry 2024; 33: 605-616.
• Tsai JK, Lu WH, Hsiao RC, et al. Relationship between difficulty in emotion regulation and internet addiction in college students: a one-year prospective study. Int J Environ Res Public Health 2020; 17(13): 4766.
• Yen JY, Yeh YC, Wang PW, et al. Emotional regulation in young adults with ınternet gaming disorder. Int J Environ Res Public Health 2017; 15(1): 30.
• Lin PY, Lin HC, Lin PC, et al. The association between emotional regulation and internet gaming disorder. Psychiatry Res 2020; 289: 113060.