Siber Mağdur Olmanın İnsani Değerler ve Sosyode-mografik Değişkenler Açısından İncelenmesi
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Tarih
2015
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma, siber mağdur olmanın insani değerler ve sosyodemografik değişkenler açısından incelenmesi amacıyla yapılmıştır. Araştırma genel tarama modelinin
bir alt türü olan ilişkisel tarama modeline uygun olarak gerçekleştirilmiştir. Çalışma evreni 2011–2012 eğitim öğretim yılında İstanbul ili Pendik ilçesinde bulunan ortaöğretim
okullarındaki farklı sınıflarında öğrenim görmekte olan öğrencilerden tesadüfî yöntemle
seçilen 450’si erkek, 578’i kız olmak üzere toplam 1028 öğrenciden oluşmaktadır.
Çalışmada araştırmaya katılan öğrencilerin bazı kişisel bilgileri için “Kişisel
Bilgi Formu”, öğrencilerin sahip oldukları değerleri belirlemek amacıyla “İnsani Değerler Ölçeği” (İDÖ) (Dilmaç, 2007) ve Siber mağdur olup olmadıklarını
belirlemek için de “Siber Mağdurluk Ölçeği” (Arıcak ve diğerleri, 2012), kullanılmıştır. Verilerin analizinde Korelâsyon tekniği ve ANOVA, T-Testi kullanılmıştır. Verilerin istatistiksel analizi SPSS 18. 00 paket programında yapılmıştır. İnsani değerler ve siber kurbanlık ilişkisinde anlamlı bir farklılık görünmektedir. Analiz sonuçları, siber kurbanlık ile sorumluluk, dostluk, barışçı olma,
saygı, hoşgörü ve dürüstlük insani değerleri arasında negatif yönde istatistiksel
olarak anlamlı bir ilişkin var olduğunu göstermektedir. Siber kurbanlık puanlarında siber zorbalığa maruz kalma durumu değişkenine göre anlamlı bir farklılaşma görülmektedir. Siber kurbanlık puanlarının dağılımında cinsiyete, yaşa
ve sınıf değişkenine göre anlamlı bir farklılaşma görülmemektedir.
Barışçı olma insani değer puanlarının siber zorbalığı kaç defa yapma durumu
değişkenine göre anlamlı bir farklılık göstermektedir.
Introduction Among the most distinctive features of the information age we live in are; sci ence, rapid technological developments and globalisation. With the develop ment of information technologies, “accessing” became easier. In order to meet the requirements of increasing population, the need to communicate with great masses has arisen. The use of new information technologies came up as one of the important cheap and effective ways to communicate with these masses. One of the main reasons for the present era to be called information age is that, in novations in communication technologies get into our daily lives very rapidly (Karasar, 2008). Information and communication technologies, especially the Internet, have become an indispensable part of our lives as they meet our need to access infor mation that is increasing everyday, and to store and share the knowledge (Er dur-Baker and Kavşut, 2007). With the use of information and communication technologies in education, the obstacles in accessing information were cleared, and these brought innovations in educational activities. Especially internet is used among adolescents to transfer files from their friends, entertainment, shop ping, and communication with school mates (e-mail), and to chat (Beran and Li, 2005). Among the most frequently used electronic communication devices used by adolescents are; mobile phones, electronic mails, MS and IM, blogs, chat rooms, web pages, and online notice boards (Campbell, 2005). The unin spected and unlimited use of these electronic information and communication means causes some problems (Li, 2005). The communication by these means enables selecting victims easily, and spread messages including abuse, insult, and threats rapidly, since the users can hide their identities (Strom and Strom, 2004). This brings a new dimension to peer bullying, which is already an im portant problem at schools. This type of bullying called with various concepts such as cyber bullying or electronic bullying, has become the focus of studies recently in other countries (Li, 2005), and it has also been studies only recently in Turkey as well, yet many researches have been conducting research in this brief period of time (Erdur-Baker and Kavşut, 2007). Cyber-bullying is defined as the repetitive and malevolent use of informa tion and communication technologies by an individual or a group in order to harm other individuals (Belsey, 2008). Shariff (2008) defines it as threating, insulting or sending sexually explicit photos or messages to individuals through web-sites, instant messaging, blogs, chat rooms, mobile phones, e-mails, and personal online profiles. According to Slonje and Smith (2008), cyber bullying should be considered as the conducting of traditional bullying through SMS, e mails, mobile phone cameras, and Internet. Williams and Guerra (2007) define cyber bullying as the use communication mediums such as Internet, e-mails and blogs in order to insult, defame and mock other individuals. Hinduja and Patchin (2009) define cyber bullying as; the intentional and repetitive use of computers, mobile phones and other technological devices for harming other individuals, and they state that for an action to be an act of cyber-bullying, it should be repetitive, intentional, and have the purpose of harming. According to Willard (2007), cyber-bullying is the use of digital technology to send disturb ing messages to other individuals and offend them socially. Anonymous calls, spams, e-mails insulting, threatening or defaming an individual or a group, or audio, images, and texts spread through short messages, infected e-mails caused this harming acts called Cyber-Bullying (Arıcak, 2009). As a result of these, there has been in increase in exposure to, or conducting cyber-bullying (Erdur Baker & Kavşut, 2007; Arıcak et al, 2008; Dilmaç, 2009; Peker & Eroğlu, 2010; Çetin et al., 2010; Eroğlu, 2011). Even if there is no personal contact between the bully and the victim in cyber-bullying, the victims exposed to these acts are damaged psychologically. Feelings such as depression, low self-esteem, fear, worry, disappointment, and shame are common among young people who are exposed to bullying (Hinduja and Patchin, 2005). Tokunaga (2010) emphasizes that, cyber victims struggle with problems such as loneliness, inability to estab lish social relationships, and anger; the effects of cyber-bullying on social rela tionships are similar to the effects of traditional bullying; and cyber victims can not develop positive social behaviours just like traditional victims. Researches on cyber-bullying report that cyber-bullying affects individuals negatively in many aspects. There has been an increase in depression, crime, and substance use among individuals who were exposed to cyber-bullying (Mitchell et al., 2007). According to Beran and Li (2005), anger, anxiety, loss of motivation for school, academic failure, and absenteeism are observed among these individu als. The research conducted by Burgess-Proctor, Hinduja and Patchin (2010) on female cyber victims found that, 35% of the participants were angry, 30% of them were sad, and 41% of them were disappointed. Similarly, Patchin and Hin duja (2006) reported that feelings of anger, and worry besides social exclusion and despair were common among children who were exposed to cyber-bully ing. Additionally, children and young people consider their bullying behaviours exhibited through the characters they created in virtual environment with their imagination as a game, and they don’t take responsibility for these behaviours (Willard, 2006). Producing information, and using this for the good of humanity, and evalu ating these in accordance with the humanitarian values are the development indicators for the society and the age we live in (Ang, 1996). Values are closely related with feeling, ideas, and behaviour dimensions of humans. Social scien tists state that values have a basic importance in explaining human behaviours. Values have been one of the main issues of social sciences in the last few decades. Recently, various sciences among social sciences study this as a research subject. Sociologists, social psychologists, anthropologist, and psychologists are among the scientists who study in this subject matter (Kusdil & Kagıtçıbası, 2000). Individual attitudes and behaviours are affected by values including morals and traditions. However, these values become concrete within norms, and be come effective through norms. Because, unlike more general and abstract val ues; norms form a distinctive element of social life with their sanction powers (Dilmaç et al., 2009). Values are learnt in the socialisation process and can differ between societies and times (Budak, 2005). Finding a single common definition of the concept of values, which can be concretized as perspective to the world, humanitarian perception and thinking of today and tomorrow in the broadest sense, is very difficult (Erinç, 1995). Güngör (1998) and Dilmaç (2007) de fine values and the belief in whether something is desired or not; and Başaran (1992) defines it as the quality and quantity determining the importance of an object, procedure, and/or act within an organisation, and states that values are the tools used to assess an object, procedure, and/or act. With a different per spective, Erdem (2003) defines values as the tendency to prefer a condition to another. According to Şirin (1983), values can be defined as the measures de termining what is desired, considered useful, and desirable, independent from a certain condition. To Pang (1996), a value is a mode of behaviour that can be preferred personally or behaviourally or an eternal faith in the ultimate state of existence. Özgüven (1994) claims that values affect individual attitudes, behav iours and cognitive processes on one hand, and facilitate the interaction with cultural patterns of the society and reflect them on the other. Values are the primary elements that connect the members of a society, and maintain the society. Values determine the common behaviour patterns that should be followed in the society in accordance with a social cooperation. In this context, corruption of the values of a society, affects the unity of that soci ety negatively (Yaman et al., 2009). Bullying tendencies and behaviours observed among young people for vari ous reasons are increasing in cyber environments as well. As a result, there has been an important increase in the number of scientific studies on the subject matter in foreign literatures (Dempsey and Storch, 2009; Hinduja and Patchin, 2007; Hinduja and Patchin 2010; Hoff and Mitchell, 2009; Shariff and Gouin 2005; Patchin and Hinduja, 2006; Smith et al., 2006; Smith et al., 2008; Willard, 2007; Ybarra and Mitchell, 2004a; Ybarra and Mitchell, 2004b; Juvonen and Gross 2008; Tokunaga, 2010; Kowalski and Limber, 2007). There is a similar case in Turkish literature as well (Arıcak, 2009; Arıcak, et al.,2008; Dilmaç, 2009; Şahin et al.,2010; Baker and Kavşut, 2007; Topçu and Erdur-Baker, 2007; Eroğlu et al., 2011; Özdemir and Akar, 2011: Yüksel, 2011; Yaman, Peker, 2012). For this reason, more studies on cyber bullying and victimization, which are becoming more and more common in the world and in Turkey, with differ ent samples will contribute to the literature. Consequently, the purpose of the present research is investigation cyber victimization among secondary school students in terms of humanistic values and socio-demographic variables. Method Research Model The present research adopted relational screening model, which is a sub-type of general screening model. General screening refers to screening a group, or sample from a universe, in order to make a general judgement of the whole universe, which is made up many elements. General screening models can be single or relational. Relational screening model is used to define the existence and/or level of a change between two or more variables (Karasar, 2008). Data Collection Tools Data collection tools used in the present research are; “Personal Information Form” used to get some personal information about the participants; “Huma nitarian Values Scale (HVS) (Dilmaç, 2007); and “Cyber Victimization Scale” (Arıcak et al., 2012) used to find out whether participants were cyber victims. Data Analysis Data collected with the data collection tools were analysed on SPSS 18.00 pac kaged software. Pearson product-moment correlation coefficient was calculated to determine the correlation between Humanitarian Values and Cyber Victimi zation among adolescents. One-way Variance Analysis and Independent T-tests were used to find the differences between values and cyber victimization in terms of socio-demographic variables. Discussion This section of the research discusses and interprets findings obtained from the analysis of cyber victimization, humanistic values and socio-demographic variables within the context of related literature. According to the findings ob tained in the present research; There is a correlation between humanitarian values and cyber victimization. Analyses revealed statistically significant and negative correlations between cyber victimization and friendship, pacifism, and respect. Accordingly, cyber victims have responsibility, friendship, tolerance, and honesty values less than the students who were not. According to the findings obtained in the present research, cyber victimization scores don’t vary by gender at a significant level. This finding is in agreement with the findings of previous researches (Li, 2006; Slonje and Smith, 2008; Syts, 2004; Williams and Guerra, 2007). Some researches on the relationship between cyber victimization and gender, didn’t find any significant differences across genders (Li, 2006; Slonje and Smith, 2008; Williams and Guerra, 2007; Peker et al., 2012). However, there are some researches, which found signifi cant differences across gender in terms of the types of exposure to cyber bully ing. Slonje and Smith (2008), who conducted a research on adolescents, found that girls were exposed to cyber bullying through e-mails more than boys; and Smith, Mahdavi, Carvalho and Tippet (2006) reported that girls were more ex posed to cyber bullying through text messages and phone calls than boys. Another finding of the present research is that, cyber victimization scores don’t vary at a significant level by age. Previous researches on the subject mat ter also didn’t report any significant effects of age variable on cyber victimiza tion (Erdur-Baker &Kavşut, 2007). With older age, exposure to peer-bullying decreases, physical bullying is done less, but indirect bullying is encountered more (Ortega et al., 2009; Rigby, 2007; Şirvanlı-Özen, 2006). Analysis of the rates for exposure to bullying by age shows that, as age gets older, victimization rates decrease (Atik, 2006; Fekkes et al., 2005; 2005; Kapçı, 2004; Nansel et al., 2001; Pişkin, 2005a; Totan, 2008; Wolke et al., 2001). The reason for the insignificance of the difference found in the present research may be the narrow range of age for participants. There are some researches in the related literature claiming that cyber bullying increases with older age due to easier access to mobile phones and Internet (Campbell, 2005; Ybarra & Mitchell, 2004), and some other reporting that there are no significant differences between cyber victimization scores by age (Katzer et al., 2009; Smith et al., 2008; Smith et al., 2006). Researches on the subject matter argued that, younger adolescents were more vulnerable to cyber bullying acts due to their inexperience in Internet, and the lack of skills of coping with cyber bullying and assessing threats from virtual environment correctly (Ybarra et al., 2006; Williams and Guerra, 2007). Cyber victimization scores of the participants of the present research didn’t vary by class level variable at a significant level. Erdur-Baker & Kavşut (2007) also obtained similar results in their research. Smith, Mahdavi, Carvalho and Tippett (2005) who conducted a research on adolescents between the ages of 11 and 16; and Slonje and Smith (2008) who conducted a research on ado lescents between the ages of 12 and 20 didn’t find any significant differences in cyber bullying scores by class level variable. These findings are consistent. Some other similar researches also provided similar findings that cyber bullying didn’t differ by class level (Akar, 2011; Bayar, 2010; Burnukara, 2009; Slonje and Smith, 2008; Williams and Guerra, 2007; Ybarra et al., 2006; Özdemir et al., 2005). While some researches didn’t find any significant differences in cy ber victimization scores by class level (Katzer et al., 2009; Özdemir and Akar, 2011; Smith, Mahdavi et al., 2006; Smith et al., 2008), some other reported that cyber victimization was higher among upper class level students (Burnukara, 2009; Campbell, 2005; Kowalski and Limber, 2007; Ybarra and Mitchell, 2004). Another finding of the present research is that, cyber victimization scores varied at a significant level by the number of times of exposure to cyber bul lying. The students who have cyber bullied at least one or more can exhibit this behaviour more frequently than the students who have never been bullied, since the first group is more informed and experienced than the latter (Serin, 2012). Raskauskas and Stoltz (2007) reported in their research that, almost half of the students between the ages of 13 and 18 were cyber victims, and one of every five students was a cyber bully. In another research, Patchin and Hinduja (2006) stated that one of every nine students younger than 18 was a bully, and one of every three was exposed to cyber bullying. Li (2007) found that, one of every three students was a cyber victim, and one of every five students was a cyber bully. Dilmaç (2009) reported that almost 25% of university students did cyber bulling at least once, and half of them were exposed to cyber bullying at least once in their lives. Another research (Arıcak et al., 2008) found that one of every three students was a cyber bully. Topçu (2008) found that almost half of high school students were cyber bullies. Erdur-Baker and Kavşut (2007) reported that one of every four students between the ages of 14 and 19 using information and communication technologies frequently was a cyber bully, and one of every three students was exposed to cyber bullying. In a similar research, Arıcak (2009) found that 20% of university students had done cyber bullying at least once in their lives, and half of them were cyber victims. Cyber victimi zation scores vary according to the cyber-bullying variable. According to the findings, students who state that they do cyber bullying are also cyber victims, and students who state that they do cyber bullying less are less exposed to cyber bullying. Similar researches conducted in Turkey and other countries (Arıcak et al., 2008; Erdur-Baker, 2010; Topçu et al., 2008; Patchin and Hinduja, 2006; Li, 2005; Stys, 2004; Beran and Li, 2005; Erdur-Baker and Kavşut, 2007; Ybarra et al., 2007) also found that students who exhibited cyber bullying behaviours were exposed to cyber bullying acts.
Introduction Among the most distinctive features of the information age we live in are; sci ence, rapid technological developments and globalisation. With the develop ment of information technologies, “accessing” became easier. In order to meet the requirements of increasing population, the need to communicate with great masses has arisen. The use of new information technologies came up as one of the important cheap and effective ways to communicate with these masses. One of the main reasons for the present era to be called information age is that, in novations in communication technologies get into our daily lives very rapidly (Karasar, 2008). Information and communication technologies, especially the Internet, have become an indispensable part of our lives as they meet our need to access infor mation that is increasing everyday, and to store and share the knowledge (Er dur-Baker and Kavşut, 2007). With the use of information and communication technologies in education, the obstacles in accessing information were cleared, and these brought innovations in educational activities. Especially internet is used among adolescents to transfer files from their friends, entertainment, shop ping, and communication with school mates (e-mail), and to chat (Beran and Li, 2005). Among the most frequently used electronic communication devices used by adolescents are; mobile phones, electronic mails, MS and IM, blogs, chat rooms, web pages, and online notice boards (Campbell, 2005). The unin spected and unlimited use of these electronic information and communication means causes some problems (Li, 2005). The communication by these means enables selecting victims easily, and spread messages including abuse, insult, and threats rapidly, since the users can hide their identities (Strom and Strom, 2004). This brings a new dimension to peer bullying, which is already an im portant problem at schools. This type of bullying called with various concepts such as cyber bullying or electronic bullying, has become the focus of studies recently in other countries (Li, 2005), and it has also been studies only recently in Turkey as well, yet many researches have been conducting research in this brief period of time (Erdur-Baker and Kavşut, 2007). Cyber-bullying is defined as the repetitive and malevolent use of informa tion and communication technologies by an individual or a group in order to harm other individuals (Belsey, 2008). Shariff (2008) defines it as threating, insulting or sending sexually explicit photos or messages to individuals through web-sites, instant messaging, blogs, chat rooms, mobile phones, e-mails, and personal online profiles. According to Slonje and Smith (2008), cyber bullying should be considered as the conducting of traditional bullying through SMS, e mails, mobile phone cameras, and Internet. Williams and Guerra (2007) define cyber bullying as the use communication mediums such as Internet, e-mails and blogs in order to insult, defame and mock other individuals. Hinduja and Patchin (2009) define cyber bullying as; the intentional and repetitive use of computers, mobile phones and other technological devices for harming other individuals, and they state that for an action to be an act of cyber-bullying, it should be repetitive, intentional, and have the purpose of harming. According to Willard (2007), cyber-bullying is the use of digital technology to send disturb ing messages to other individuals and offend them socially. Anonymous calls, spams, e-mails insulting, threatening or defaming an individual or a group, or audio, images, and texts spread through short messages, infected e-mails caused this harming acts called Cyber-Bullying (Arıcak, 2009). As a result of these, there has been in increase in exposure to, or conducting cyber-bullying (Erdur Baker & Kavşut, 2007; Arıcak et al, 2008; Dilmaç, 2009; Peker & Eroğlu, 2010; Çetin et al., 2010; Eroğlu, 2011). Even if there is no personal contact between the bully and the victim in cyber-bullying, the victims exposed to these acts are damaged psychologically. Feelings such as depression, low self-esteem, fear, worry, disappointment, and shame are common among young people who are exposed to bullying (Hinduja and Patchin, 2005). Tokunaga (2010) emphasizes that, cyber victims struggle with problems such as loneliness, inability to estab lish social relationships, and anger; the effects of cyber-bullying on social rela tionships are similar to the effects of traditional bullying; and cyber victims can not develop positive social behaviours just like traditional victims. Researches on cyber-bullying report that cyber-bullying affects individuals negatively in many aspects. There has been an increase in depression, crime, and substance use among individuals who were exposed to cyber-bullying (Mitchell et al., 2007). According to Beran and Li (2005), anger, anxiety, loss of motivation for school, academic failure, and absenteeism are observed among these individu als. The research conducted by Burgess-Proctor, Hinduja and Patchin (2010) on female cyber victims found that, 35% of the participants were angry, 30% of them were sad, and 41% of them were disappointed. Similarly, Patchin and Hin duja (2006) reported that feelings of anger, and worry besides social exclusion and despair were common among children who were exposed to cyber-bully ing. Additionally, children and young people consider their bullying behaviours exhibited through the characters they created in virtual environment with their imagination as a game, and they don’t take responsibility for these behaviours (Willard, 2006). Producing information, and using this for the good of humanity, and evalu ating these in accordance with the humanitarian values are the development indicators for the society and the age we live in (Ang, 1996). Values are closely related with feeling, ideas, and behaviour dimensions of humans. Social scien tists state that values have a basic importance in explaining human behaviours. Values have been one of the main issues of social sciences in the last few decades. Recently, various sciences among social sciences study this as a research subject. Sociologists, social psychologists, anthropologist, and psychologists are among the scientists who study in this subject matter (Kusdil & Kagıtçıbası, 2000). Individual attitudes and behaviours are affected by values including morals and traditions. However, these values become concrete within norms, and be come effective through norms. Because, unlike more general and abstract val ues; norms form a distinctive element of social life with their sanction powers (Dilmaç et al., 2009). Values are learnt in the socialisation process and can differ between societies and times (Budak, 2005). Finding a single common definition of the concept of values, which can be concretized as perspective to the world, humanitarian perception and thinking of today and tomorrow in the broadest sense, is very difficult (Erinç, 1995). Güngör (1998) and Dilmaç (2007) de fine values and the belief in whether something is desired or not; and Başaran (1992) defines it as the quality and quantity determining the importance of an object, procedure, and/or act within an organisation, and states that values are the tools used to assess an object, procedure, and/or act. With a different per spective, Erdem (2003) defines values as the tendency to prefer a condition to another. According to Şirin (1983), values can be defined as the measures de termining what is desired, considered useful, and desirable, independent from a certain condition. To Pang (1996), a value is a mode of behaviour that can be preferred personally or behaviourally or an eternal faith in the ultimate state of existence. Özgüven (1994) claims that values affect individual attitudes, behav iours and cognitive processes on one hand, and facilitate the interaction with cultural patterns of the society and reflect them on the other. Values are the primary elements that connect the members of a society, and maintain the society. Values determine the common behaviour patterns that should be followed in the society in accordance with a social cooperation. In this context, corruption of the values of a society, affects the unity of that soci ety negatively (Yaman et al., 2009). Bullying tendencies and behaviours observed among young people for vari ous reasons are increasing in cyber environments as well. As a result, there has been an important increase in the number of scientific studies on the subject matter in foreign literatures (Dempsey and Storch, 2009; Hinduja and Patchin, 2007; Hinduja and Patchin 2010; Hoff and Mitchell, 2009; Shariff and Gouin 2005; Patchin and Hinduja, 2006; Smith et al., 2006; Smith et al., 2008; Willard, 2007; Ybarra and Mitchell, 2004a; Ybarra and Mitchell, 2004b; Juvonen and Gross 2008; Tokunaga, 2010; Kowalski and Limber, 2007). There is a similar case in Turkish literature as well (Arıcak, 2009; Arıcak, et al.,2008; Dilmaç, 2009; Şahin et al.,2010; Baker and Kavşut, 2007; Topçu and Erdur-Baker, 2007; Eroğlu et al., 2011; Özdemir and Akar, 2011: Yüksel, 2011; Yaman, Peker, 2012). For this reason, more studies on cyber bullying and victimization, which are becoming more and more common in the world and in Turkey, with differ ent samples will contribute to the literature. Consequently, the purpose of the present research is investigation cyber victimization among secondary school students in terms of humanistic values and socio-demographic variables. Method Research Model The present research adopted relational screening model, which is a sub-type of general screening model. General screening refers to screening a group, or sample from a universe, in order to make a general judgement of the whole universe, which is made up many elements. General screening models can be single or relational. Relational screening model is used to define the existence and/or level of a change between two or more variables (Karasar, 2008). Data Collection Tools Data collection tools used in the present research are; “Personal Information Form” used to get some personal information about the participants; “Huma nitarian Values Scale (HVS) (Dilmaç, 2007); and “Cyber Victimization Scale” (Arıcak et al., 2012) used to find out whether participants were cyber victims. Data Analysis Data collected with the data collection tools were analysed on SPSS 18.00 pac kaged software. Pearson product-moment correlation coefficient was calculated to determine the correlation between Humanitarian Values and Cyber Victimi zation among adolescents. One-way Variance Analysis and Independent T-tests were used to find the differences between values and cyber victimization in terms of socio-demographic variables. Discussion This section of the research discusses and interprets findings obtained from the analysis of cyber victimization, humanistic values and socio-demographic variables within the context of related literature. According to the findings ob tained in the present research; There is a correlation between humanitarian values and cyber victimization. Analyses revealed statistically significant and negative correlations between cyber victimization and friendship, pacifism, and respect. Accordingly, cyber victims have responsibility, friendship, tolerance, and honesty values less than the students who were not. According to the findings obtained in the present research, cyber victimization scores don’t vary by gender at a significant level. This finding is in agreement with the findings of previous researches (Li, 2006; Slonje and Smith, 2008; Syts, 2004; Williams and Guerra, 2007). Some researches on the relationship between cyber victimization and gender, didn’t find any significant differences across genders (Li, 2006; Slonje and Smith, 2008; Williams and Guerra, 2007; Peker et al., 2012). However, there are some researches, which found signifi cant differences across gender in terms of the types of exposure to cyber bully ing. Slonje and Smith (2008), who conducted a research on adolescents, found that girls were exposed to cyber bullying through e-mails more than boys; and Smith, Mahdavi, Carvalho and Tippet (2006) reported that girls were more ex posed to cyber bullying through text messages and phone calls than boys. Another finding of the present research is that, cyber victimization scores don’t vary at a significant level by age. Previous researches on the subject mat ter also didn’t report any significant effects of age variable on cyber victimiza tion (Erdur-Baker &Kavşut, 2007). With older age, exposure to peer-bullying decreases, physical bullying is done less, but indirect bullying is encountered more (Ortega et al., 2009; Rigby, 2007; Şirvanlı-Özen, 2006). Analysis of the rates for exposure to bullying by age shows that, as age gets older, victimization rates decrease (Atik, 2006; Fekkes et al., 2005; 2005; Kapçı, 2004; Nansel et al., 2001; Pişkin, 2005a; Totan, 2008; Wolke et al., 2001). The reason for the insignificance of the difference found in the present research may be the narrow range of age for participants. There are some researches in the related literature claiming that cyber bullying increases with older age due to easier access to mobile phones and Internet (Campbell, 2005; Ybarra & Mitchell, 2004), and some other reporting that there are no significant differences between cyber victimization scores by age (Katzer et al., 2009; Smith et al., 2008; Smith et al., 2006). Researches on the subject matter argued that, younger adolescents were more vulnerable to cyber bullying acts due to their inexperience in Internet, and the lack of skills of coping with cyber bullying and assessing threats from virtual environment correctly (Ybarra et al., 2006; Williams and Guerra, 2007). Cyber victimization scores of the participants of the present research didn’t vary by class level variable at a significant level. Erdur-Baker & Kavşut (2007) also obtained similar results in their research. Smith, Mahdavi, Carvalho and Tippett (2005) who conducted a research on adolescents between the ages of 11 and 16; and Slonje and Smith (2008) who conducted a research on ado lescents between the ages of 12 and 20 didn’t find any significant differences in cyber bullying scores by class level variable. These findings are consistent. Some other similar researches also provided similar findings that cyber bullying didn’t differ by class level (Akar, 2011; Bayar, 2010; Burnukara, 2009; Slonje and Smith, 2008; Williams and Guerra, 2007; Ybarra et al., 2006; Özdemir et al., 2005). While some researches didn’t find any significant differences in cy ber victimization scores by class level (Katzer et al., 2009; Özdemir and Akar, 2011; Smith, Mahdavi et al., 2006; Smith et al., 2008), some other reported that cyber victimization was higher among upper class level students (Burnukara, 2009; Campbell, 2005; Kowalski and Limber, 2007; Ybarra and Mitchell, 2004). Another finding of the present research is that, cyber victimization scores varied at a significant level by the number of times of exposure to cyber bul lying. The students who have cyber bullied at least one or more can exhibit this behaviour more frequently than the students who have never been bullied, since the first group is more informed and experienced than the latter (Serin, 2012). Raskauskas and Stoltz (2007) reported in their research that, almost half of the students between the ages of 13 and 18 were cyber victims, and one of every five students was a cyber bully. In another research, Patchin and Hinduja (2006) stated that one of every nine students younger than 18 was a bully, and one of every three was exposed to cyber bullying. Li (2007) found that, one of every three students was a cyber victim, and one of every five students was a cyber bully. Dilmaç (2009) reported that almost 25% of university students did cyber bulling at least once, and half of them were exposed to cyber bullying at least once in their lives. Another research (Arıcak et al., 2008) found that one of every three students was a cyber bully. Topçu (2008) found that almost half of high school students were cyber bullies. Erdur-Baker and Kavşut (2007) reported that one of every four students between the ages of 14 and 19 using information and communication technologies frequently was a cyber bully, and one of every three students was exposed to cyber bullying. In a similar research, Arıcak (2009) found that 20% of university students had done cyber bullying at least once in their lives, and half of them were cyber victims. Cyber victimi zation scores vary according to the cyber-bullying variable. According to the findings, students who state that they do cyber bullying are also cyber victims, and students who state that they do cyber bullying less are less exposed to cyber bullying. Similar researches conducted in Turkey and other countries (Arıcak et al., 2008; Erdur-Baker, 2010; Topçu et al., 2008; Patchin and Hinduja, 2006; Li, 2005; Stys, 2004; Beran and Li, 2005; Erdur-Baker and Kavşut, 2007; Ybarra et al., 2007) also found that students who exhibited cyber bullying behaviours were exposed to cyber bullying acts.
Açıklama
Anahtar Kelimeler
İnsani değerler, Siber zorbalık, Siber mağdurluk, Ergenlik, Humanitarian values, Cyber bullying, Cyber victimization, Adolescenc
Kaynak
Değerler Eğitimi Dergisi
WoS Q Değeri
Scopus Q Değeri
Cilt
13
Sayı
29
Künye
Dilmaç, B., Büyükyıldırım, İ. (2005). Siber mağdur olmanın insani değerler ve sosyodemografik değişkenler açısından incelenmesi. Değerler Eğitimi Dergisi, 13, 29, 7-40.
