Predictors of Peer Bullying in Adolescents: Perceived School Climate and Perceived Emotional Abuse from Teachers

Merve Kayacık; Mustafa Batuhan Kurtoğlu; Ahmet Ayaz

Makale detayları

Predictors of Peer Bullying in Adolescents: Perceived School Climate and Perceived Emotional Abuse from Teachers

Yazarlar:

Merve Kayacık | Mustafa Batuhan Kurtoğlu | Ahmet Ayaz

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Okul Psikolojik Danışmanlığı

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 59, pp.418-434

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001314402

pISSN:

2602-2850

Anahtar kelimeler:

Özet:

 This study was conducted to determine the role of school climate and perceived emotional abuse from teachers in explaining peer bullying in adolescents. The study group of the research, which was designed using a predictive correlational model, consisted of 260 female and 136 male students totaling 396 secondary school students. Personal Information Form, Peer Bullying Determination Scale Adolescent Form, Perceived Teacher Behavior Scale and School Climate Scale were used to collect data. Pearson product-moment correlation coefficients were calculated to determine the relationship between the variables, while multiple regression analysis was applied to determine the predictors of peer bullying. According to the results of the research, a significant negative relationship was found between the perceived school climate and the students bullying and victimization. A significant positive relationship was obtained between perceived emotional abuse from the teacher and the status of being a bully and a victim. Additionally, a significant negative relationship was found between perceived school climate and perceived emotional abuse from the teacher. According to the results of multiple regression analysis, a significant effect of school climate and perceived emotional abuse from the teacher was found in predicting the bullying status of the students, while only a significant effect of emotional abuse perceived from the teacher was found in the case of being a victim. The findings were discussed in the light of the relevant literature and various suggestions were made, such as conducting more studies with school stakeholders who are seen to have an important role in combating and preventing peer bullying.

 This study was conducted to determine the role of school climate and perceived emotional abuse from teachers in explaining peer bullying in adolescents. The study group of the research, which was designed using a predictive correlational model, consisted of 260 female and 136 male students totaling 396 secondary school students. Personal Information Form, Peer Bullying Determination Scale Adolescent Form, Perceived Teacher Behavior Scale and School Climate Scale were used to collect data. Pearson product-moment correlation coefficients were calculated to determine the relationship between the variables, while multiple regression analysis was applied to determine the predictors of peer bullying. According to the results of the research, a significant negative relationship was found between the perceived school climate and the students bullying and victimization. A significant positive relationship was obtained between perceived emotional abuse from the teacher and the status of being a bully and a victim. Additionally, a significant negative relationship was found between perceived school climate and perceived emotional abuse from the teacher. According to the results of multiple regression analysis, a significant effect of school climate and perceived emotional abuse from the teacher was found in predicting the bullying status of the students, while only a significant effect of emotional abuse perceived from the teacher was found in the case of being a victim. The findings were discussed in the light of the relevant literature and various suggestions were made, such as conducting more studies with school stakeholders who are seen to have an important role in combating and preventing peer bullying.

 This study was conducted to determine the role of school climate and perceived emotional abuse from teachers in explaining peer bullying in adolescents. The study group of the research, which was designed using a predictive correlational model, consisted of 260 female and 136 male students totaling 396 secondary school students. Personal Information Form, Peer Bullying Determination Scale Adolescent Form, Perceived Teacher Behavior Scale and School Climate Scale were used to collect data. Pearson product-moment correlation coefficients were calculated to determine the relationship between the variables, while multiple regression analysis was applied to determine the predictors of peer bullying. According to the results of the research, a significant negative relationship was found between the perceived school climate and the students bullying and victimization. A significant positive relationship was obtained between perceived emotional abuse from the teacher and the status of being a bully and a victim. Additionally, a significant negative relationship was found between perceived school climate and perceived emotional abuse from the teacher. According to the results of multiple regression analysis, a significant effect of school climate and perceived emotional abuse from the teacher was found in predicting the bullying status of the students, while only a significant effect of emotional abuse perceived from the teacher was found in the case of being a victim. The findings were discussed in the light of the relevant literature and various suggestions were made, such as conducting more studies with school stakeholders who are seen to have an important role in combating and preventing peer bullying.

 Bu çalışma ergenlerde akran zorbalığının açıklanmasında okul iklimi ve öğretmenden algılanan duygusal istismarın rolünü belirlemek amacıyla gerçekleştirilmiştir. Yordayıcı korelasyonel model kullanılarak tasarlanan araştırmanın çalışma grubunu 260 kadın, 136 erkek toplam 396 ortaöğretim öğrencisi oluşturmaktadır. Veri toplamak amacıyla Kişisel Bilgi Formu, Akran Zorbalığı Belirleme Ölçeği Ergen Formu, Algılanan Öğretmen Davranışları Ölçeği ve Okul İklimi Ölçeği kullanılmıştır. Değişkenler arasındaki ilişkiye tespit etmek amacıyla pearson momentler çarpımı korelasyon katsayıları hesaplanırken, akran zorbalığının yordayıcılarını tespit etmek amacıyla ise çoklu regresyon analizi uygulanmıştır. Araştırma sonuçlarına göre algılanan okul iklimi ile öğrencilerin zorba ve kurban olma durumları arasında negatif yönlü anlamlı bir ilişki tespit edilmiştir. Öğretmenden algılanan duygusal istismar ile de zorba ve kurban olma durumları arasında ise pozitif yönlü anlamlı bir ilişki elde edilmiştir. Ayrıca algılanan okul iklimi ile öğretmenden algılanan duygusal istismar arasında da negatif yönlü anlamlı bir ilişki bulunmuştur. Çoklu regresyon analizi sonuçlarına göre öğrencilerin zorbalık durumlarının yordanmasında okul iklimi ve öğretmenden algılanan duygusal istismarın manidar bir etkisi bulurken, kurban olma durumunda sadece öğretmenden algılanan duygusal istismarın manidar etkisi tespit edilmiştir. Elde edilen bulgular ilgili literatür ışığında tartışılmış ve önerilerde bulunulmuştur.

Makale detayları

Predictors of Peer Bullying in Adolescents: Perceived School Climate and Perceived Emotional Abuse from Teachers

Yazarlar:

Merve Kayacık | Mustafa Batuhan Kurtoğlu | Ahmet Ayaz

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Okul Psikolojik Danışmanlığı

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 59, pp.418-434

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001314402

pISSN:

2602-2850

Adolescents

peer bullying

perceived emotional abuse from the teacher

school climateErgenler

akran zorbalığı

öğretmenden algılanan duygusal istismar

okul iklimi

Sayı

Makale detayları

Yazarlar: Merve Kayacık | Mustafa Batuhan Kurtoğlu | Ahmet Ayaz

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Okul Psikolojik Danışmanlığı

Dergi: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 59, pp.418-434

Belge Tipi: Makale

Yayın Tarihi: 3/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001314402

pISSN: 2602-2850

Sayı

Yazarlar:

Merve Kayacık | Mustafa Batuhan Kurtoğlu | Ahmet Ayaz

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Okul Psikolojik Danışmanlığı

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 59, pp.418-434

Belge Tipi:

Makale

Yayın Tarihi:

3/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001314402

pISSN:

2602-2850