Modeling of variables related to parents' awareness in Cyberbullying Prevention

Basit Öğe Kaydı
dc.contributor.authorVezne, Rabia
dc.contributor.authorUslu, Nilufer Atman
dc.contributor.authorDurak, Hatice Yildiz
dc.date.accessioned2024-02-23T13:59:50Z
dc.date.available2024-02-23T13:59:50Z
dc.date.issued2023
dc.departmentNEÜen_US
dc.description.abstractCyberbullying awareness of parents is significant to reduce exposure to cyberbullying. However, it is noteworthy that there are limited studies on the factors affecting parents' knowledge and competencies about cyberbullying and the change of these factors according to the education level of the child. This study aims to determine the relationships among cyberbullying knowledge and competence levels of parents with children studying in K-12 and mediation in children's Internet use, family harmony and technology usage experience and examine how it differs according to the child's education level. This study was done with a representative sample consisting of 662. It was found that the competencies of the parents in preventing cyberbullying were related to positive harmonious relationships within the family, technology use experience and parental mediation. The results indicate that positive parental involvement can be predicted from higher scores in parental knowledge in cyberbullying, perception of parental competence, risk adjustment, and attribution of parental responsibility. In addition, instead of parents' restrictive mediation styles in their children's use of technology, the co-use, active mediation, and supervision styles can help reduce the likelihood of children being exposed to risks such as cyberbullying and victimization. In the multi-group analyzes made, it is seen that the research model works at the primary school level with the highest explanation rate. Moreover, it was concluded that different mediation types were effective for primary, secondary, and high school levels.en_US
dc.identifier.doi10.1007/s12144-022-03837-x
dc.identifier.endpage28596en_US
dc.identifier.issn1046-1310
dc.identifier.issn1936-4733
dc.identifier.issue32en_US
dc.identifier.scopus2-s2.0-85141549822en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage28579en_US
dc.identifier.urihttps://doi.org/10.1007/s12144-022-03837-x
dc.identifier.urihttps://hdl.handle.net/20.500.12452/11342
dc.identifier.volume42en_US
dc.identifier.wosWOS:000880566100010en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherSpringeren_US
dc.relation.ispartofCurrent Psychologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectCyberbullyingen_US
dc.subjectCyberbullying Preventionen_US
dc.subjectParentsen_US
dc.subjectParental Knowledgeen_US
dc.subjectParental Competenceen_US
dc.subjectParental Mediation In Children's Internet Useen_US
dc.subjectFamily Harmonyen_US
dc.titleModeling of variables related to parents' awareness in Cyberbullying Preventionen_US
dc.typeArticleen_US

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