Araştırma Makalesi
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Akran Zorbalığı Sıklığının Okul Özellikleri Yönüyle İncelenmesi

Yıl 2025, Cilt: 14 Sayı: 3, 608 - 617, 29.09.2025

Izzettin Aydogan , Gamze Mukba , Rabia Köylüoğlu

https://doi.org/10.30703/cije.1499390

Öz

Bu araştırmayla on beş yaş grubu öğrencilerin maruz kaldıkları akran zorbalığı sıklığı ile okul özellikleri arasındaki ilişki incelenmiştir. Araştırma grubunu PISA 2022 değerlendirmesine katılan ve Türkiye örneklemi içerisinde yer alan 193 okuldan 7179 öğrenci oluşturmaktadır. Araştırmanın verileri okul yöneticilerinin cevapladığı maddeleri içeren PISA 2022 okul anketi ve öğrencilerin yanıtladığı maddeleri içeren öğrenci anketi aracılığıyla elde edilmiştir. Araştırma verilerinin çözümlenmesi hiyerarşik doğrusal model tekniği aracılığıyla gerçekleştirilmiştir. Ulaşılan sonuçlara göre öğrencilerin maruz kaldığı akran zorbalığı sıklığının incelenen on altı okul özelliğinden sadece biri için anlamlı fark oluşturduğu anlaşılmaktadır. Bu bağlamda olumsuz okul iklimine yol açan davranışların artmasıyla okullarda görülen akran zorbalığı sıklığının da artış eğilimi gösterdiği gözlenmektedir.

Anahtar Kelimeler

Akran zorbalığı okul özellikleri okul iklimi PISA 2022

Kaynakça

  • Acosta, J., Chinman, M., Ebener, P., Malone, P. S., Phillips, A., &Wilks, A. (2019). Understanding the relationship between perceived school climate and bullying: A mediator analysis. Journal of School Violence, 18(2),200-215. https://doi.org/10.1080/15388220.2018.1453820
  • Acar, T. (2009). Dokuzuncu sınıf öğrencilerinde akran zorbalığı ve psikolojik belirtiler (Yayımlanmamış yüksek lisans tezi). Hacettepe Üniversitesi.
  • Arslan, S., Savaşer, S. & Yazgan, Y. (2011). Prevalence of peer bullying in high school students in Turkey and the roles of socio-cultural and demographic factors in the bullying cycle. The Indian Journal of Pediatrics, 78(8), 987-992. https://doi.org/10.1007/s12098-010-0350-4
  • Akman, Y. (2021). The relationship between school climate and students' aggressive behaviors. International Journal of Progressive Education, 17(2), 430-448. https://doi.org/10.29329/ijpe.2020.332.26
  • Atik, G. & Yerin Güneri, O. (2013). Bullying and victimization: Predictive role of individual, parental, and academic factors. School Psychology International, 34(6), 658-673. https://doi.org/10.1177/014303431347969
  • Bowen, N. K., & Bowen, G. L. (1999). Effects of crime and violence in neighbor hoods and schools on the school behavior and performance of adolescents. Journal of Adolescent Research,14(3), 319–342. https://doi.org/10.1177/0743558499143003
  • Brown, S. L., Birch, D. A. & Kancherla, V. (2005). Bullying perspectives: experiences, attitudes, and recommendations of 9‐to 13‐year‐olds attending health education centers in the United States. Journal of School Health, 75(10), 384-392. https://doi.org/10.1111/j.1746- 1561.2005.tb06642.x
  • Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Academic press.
  • Corsaro, K. L. (2014). Parental involvement and its effects on bullying and student behaviors (Doctoral dissertation).
  • Coşkun Armağan, İ. (2024). PISA 2022 değerlendirmesinde Türkiye’de okul şiddeti ve zorbalık. Mevzu-Sosyal Bilimler Dergisi, 11, 495–513. https://doi.org/10.56720/mevzu.1429486
  • Coşkun, F., Meti̇n Emre, A., ve Hi̇ra Selen, A. T. (2024). Klinik Bir örneklemde ergenlerde akran zorbalığı sıklığı, zorbalık özellikleri ve zorbalığın algılanan sosyal destekle ilişkisi. Uludağ Üniversitesi Tıp Fakültesi Dergisi, 50(2), 281–287. https://doi.org/10.32708/uutfd.1518866
  • Çınkır, S. (2006). Okullarda zorbalık: Türleri, etkileri ve önleme stratejileri [Sözlü bildiri]. I. Şiddet ve Okul Sempozyumu, MEB ve Unicef İşbirliği, İstanbul.
  • Demircioğlu, A., & Akar, C. (2024). Examination of peer bullying in primary school students in terms of various variables. Türk Akademik Yayınlar Dergisi, 8(1), 98–122. https://doi.org/10.29329/tayjournal.2024.625.04
  • Dwyer, K., Osher, D. & Warger, C. (1998). Early warning, timely response: A guide to safe schools. U.S. Department of Education.
  • Espelage, D. L., Polanin, J. R., & Low, S. K. (2014). Teacher and staff perceptions of school environment as predictors of student aggression, victimization, and willingness to intervene in bullying situations. School Psychology Quarterly, 29(3), 287-305. https://doi.org/10.1037/spq0000072
  • Field, A. (2018). Discovering statistics using IBM SPSS statistics. Sage.
  • Fischer, S. M., John, N., & Bilz, L. (2021). Teachers’ self-efficacy in preventing and intervening in school bullying: A systematic review. International Journal of Bullying Prevention, 3, 196-212. https://doi.org/10.1007/s42380-020-00079-y
  • Fontaine, Nancy S. (2003). Threats to the quality of school safety data. Research in Education, 69. https://doi.org/10.7227/RIE.69.2
  • Fox, J. A., & Burstein, H. (2010). Violence and security on campus: From preschool through college. Bloomsbury Publishing USA.
  • Fraenkel, J. R. & Wallen, N. E. (2006). How to design and evaluate research in education (6. bs.). McGraw-Hill.
  • García, F. J., Marande, G., Schneider, B. H. & Blanchard, C. (2014). Effects of school on the well-being of children and adolescents. In Ben-Arieh, A., Casas, F., Frønes, I. & Korbin J. E. (Ed.), Handbook of child well-being (pp. 1251–1305). Springer.
  • Garson, G. D. (2013). Hierarchical linear modeling: Guide and applications. Sage.
  • Gottfredson, D. C., & DiPietro, S. M. (2011). School size, social capital, and student victimization. Sociology of Education, 84(1), 69-89. https://doi.org/10.1177/0038040710392718
  • Gürhan, N. (2017). Her yönü ile akran zorbalığı. Turkiye Klinikleri J Psychiatr Nurs-Special Topics, 3(2), 175-81.
  • Güvenir, T. (2005). Okulda akran istismarı. Kök Yayınları.
  • Hamurcu, S. (2020). İlkokul öğrencilerinde akran zorbalığı: Ankara Pursaklar örneği. OPUS International Journal of Society Researches, 16(Eğitim ve Toplum Özel sayısı), 5540-5564. https://doi.org/10.26466/opus.758653
  • Hirschberger, G. (2018). Collective trauma and the social construction of meaning. Frontiers in Psychology, 9, 1441. https://doi.org/10.3389/fpsyg.2018.01441
  • Hofmann, D. A. (1997). An overview of the logic and rationale of hierarchical linear models. Journal of Management, 23(6), 723-744. https://doi.org/10.1177/014920639702300602
  • Hox, J., Moerbeek, M., & Van de Schoot, R. (2017). Multilevel analysis: Techniques and applications. Routledge.
  • Huebner, E. S., Hills, K. J., Jiang, X., Long, R. F., Kelly, R. & Lyons, M. D. (2014). Schooling and children’s subjective well-being. In Ben-Arieh, A., Casas, F., Frønes, I. & Korbin J. E. (Ed.), Handbook of child well-being (pp. 797–819). Springer.
  • Karaman Kepenekci, Y. & Çınkır, Ş. (2006). Bullying among Turkish high school students. Child Abuse & Neglect, 30(2), 193-204. https://doi.org/10.1016/j.chiabu.2005.10.005
  • Karaman, Ö. & Yurtal, F. (2015). Students' perceptions of school climate where violence is prevalent in schools. Elementary Education Online, 14(2), 421-429. http://dx.doi.org/10.17051/io.2015.10946
  • Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, schoolsafety, and student achievement and well‐being: a review of the literature. Review of Education, 3(2), 103-135. https://doi.org/10.1002/rev3.3043
  • Lereya, S. T., Copeland, W. E., Costello, E. J., & Wolke, D. (2015). Adult mental health consequences of peer bullying and maltreatment in childhood: two cohorts in two countries. The Lancet. Psychiatry, 2(6), 524–531. https://doi.org/10.1016/S2215-0366(15)00165-0
  • Lester, L., & Cross, D. (2015). The relationship between school climate and mental and emotional wellbeing over the transition from primary to secondary school. Psychology of Well-being, 5, 1-15. https://doi.org/10.1186/s13612-015-0037-8
  • Luke, D. A. (2019). Multilevel modeling (Vol. 143). Sage Publications.
  • Ma, X. (2002). Bullying in middle school: Individualand school characteristics of victims and offenders. School Effectivenessand School Improvement, 13(1), 63–89. https://doi.org/10.1076/sesi.13.1.63.3438
  • Millî Eğitim Bakanlığı [MEB] (2024). PISA 2024 Türkiye raporu. https://pisa.meb.gov.tr/meb_iys_dosyalar/2024_03/21120745_26152640_pisa2022_rapor.pdf adresinden erişilmiştir.
  • Moore, S. E., Norman, R. E., Suetani, S., Thomas, H. J., Sly, P. D., & Scott, J. G. (2017). Consequences of bullying victimization in childhood and adolescence: A systematic review and meta-analysis. World Journal of Psychiatry, 7(1), 60–76. https://doi.org/10.5498/wjp.v7.i1.60
  • Novick, R. M., & Isaacs, J. (2010). Telling is compelling: The impact of student reports of bullying on teacher intervention. Educational Psychology, 30(3), 283-296. https://doi.org/10.1080/01443410903573123
  • OECD. (2023). PISA technical report. https://www.oecd.org/en/publications/pisa-2022-technical-report_01820d6d-en.html adresinden erişilmiştir.
  • Özbek Baştuğ, Ö. Y., ve Taneri, P. O. (2023). Çocuklarda zorbalık davranışları, kaygı ve sosyal kaygı arasındaki ilişki. Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(2), 211-247. https://doi.org/10.54558/jiss.1192470
  • Peterson, R. L., & Skiba, R. (2000). Creating school climates that prevent school violence. Preventing School Failure: Alternative Education for Children and Youth, 44(3), 122-129. https://doi.org/10.1080/10459880009599794
  • Pişkin, M. (2010). Ankara’daki ilköğretim öğrencileri arasında akran zorbalığının incelenmesi. Eğitim ve Bilim, 35(156), 175-189. https://educationandscience.ted.org.tr/article/view/869
  • Prasetyo, M. A. M., Fadlin, I., & Madman, R. (2023). Towards a bully-free pesantren: The role of educational management with adaptive psychology and mental health interventions. At-Ta'dib, 18(1), 90-105. https://doi.org/10.21111/attadib.v18i1.9458
  • Reynolds, K. J., Lee, E., Turner, I., Bromhead, D., & Subasic, E. (2017). How does school climate impact academic achievement? An examination of social identity processes. School Psychology International, 38(1), 78-97. https://doi.org/10.1177/0143034316682295
  • Rocchino, G. H., & Liang, C. T. (2024). School climate, teachers’ attitudes, and their intended anti-bullying intervention strategies: The role of teacher stress. International Journal of Bullying Prevention, 1-14. https://doi.org/10.1007/s42380-024-00262-5
  • Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15(2), 112-120. https://doi.org/10.1016/j.avb.2009.08.007
  • Schweig, J., Hamilton, L. S., & Baker, G. (2019). School and classroom climate measures: Considerations for use by state and local education leaders. Rand Corporation.
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Examination of the Frequency of Peer Bullying in term of School Features

Yıl 2025, Cilt: 14 Sayı: 3, 608 - 617, 29.09.2025

Izzettin Aydogan , Gamze Mukba , Rabia Köylüoğlu

https://doi.org/10.30703/cije.1499390

Öz

This research examined the relationship between school features and the frequency of peer bullying experienced by fifteen-year-old students. The participants consisted of 7179 students from 193 schools participating in the PISA 2022 assessment and included in the Türkiye sample. The data of the research were obtained through the PISA 2022 school questionnaire including the items answered by school administrators and the student questionnaire including the items answered by students. The analysis of the research data was carried out through the hierarchical linear model method. The results indicated that the frequency of peer bullying creates a significant difference for only one of the sixteen school features examined. In this context, the study has observed that the increase in behaviors that lead to negative school climate leads to an increase in peer bullying in schools.

Anahtar Kelimeler

Peer bullying school features school climate PISA 2022

Kaynakça

  • Acosta, J., Chinman, M., Ebener, P., Malone, P. S., Phillips, A., &Wilks, A. (2019). Understanding the relationship between perceived school climate and bullying: A mediator analysis. Journal of School Violence, 18(2),200-215. https://doi.org/10.1080/15388220.2018.1453820
  • Acar, T. (2009). Dokuzuncu sınıf öğrencilerinde akran zorbalığı ve psikolojik belirtiler (Yayımlanmamış yüksek lisans tezi). Hacettepe Üniversitesi.
  • Arslan, S., Savaşer, S. & Yazgan, Y. (2011). Prevalence of peer bullying in high school students in Turkey and the roles of socio-cultural and demographic factors in the bullying cycle. The Indian Journal of Pediatrics, 78(8), 987-992. https://doi.org/10.1007/s12098-010-0350-4
  • Akman, Y. (2021). The relationship between school climate and students' aggressive behaviors. International Journal of Progressive Education, 17(2), 430-448. https://doi.org/10.29329/ijpe.2020.332.26
  • Atik, G. & Yerin Güneri, O. (2013). Bullying and victimization: Predictive role of individual, parental, and academic factors. School Psychology International, 34(6), 658-673. https://doi.org/10.1177/014303431347969
  • Bowen, N. K., & Bowen, G. L. (1999). Effects of crime and violence in neighbor hoods and schools on the school behavior and performance of adolescents. Journal of Adolescent Research,14(3), 319–342. https://doi.org/10.1177/0743558499143003
  • Brown, S. L., Birch, D. A. & Kancherla, V. (2005). Bullying perspectives: experiences, attitudes, and recommendations of 9‐to 13‐year‐olds attending health education centers in the United States. Journal of School Health, 75(10), 384-392. https://doi.org/10.1111/j.1746- 1561.2005.tb06642.x
  • Cohen, J. (2013). Statistical power analysis for the behavioral sciences. Academic press.
  • Corsaro, K. L. (2014). Parental involvement and its effects on bullying and student behaviors (Doctoral dissertation).
  • Coşkun Armağan, İ. (2024). PISA 2022 değerlendirmesinde Türkiye’de okul şiddeti ve zorbalık. Mevzu-Sosyal Bilimler Dergisi, 11, 495–513. https://doi.org/10.56720/mevzu.1429486
  • Coşkun, F., Meti̇n Emre, A., ve Hi̇ra Selen, A. T. (2024). Klinik Bir örneklemde ergenlerde akran zorbalığı sıklığı, zorbalık özellikleri ve zorbalığın algılanan sosyal destekle ilişkisi. Uludağ Üniversitesi Tıp Fakültesi Dergisi, 50(2), 281–287. https://doi.org/10.32708/uutfd.1518866
  • Çınkır, S. (2006). Okullarda zorbalık: Türleri, etkileri ve önleme stratejileri [Sözlü bildiri]. I. Şiddet ve Okul Sempozyumu, MEB ve Unicef İşbirliği, İstanbul.
  • Demircioğlu, A., & Akar, C. (2024). Examination of peer bullying in primary school students in terms of various variables. Türk Akademik Yayınlar Dergisi, 8(1), 98–122. https://doi.org/10.29329/tayjournal.2024.625.04
  • Dwyer, K., Osher, D. & Warger, C. (1998). Early warning, timely response: A guide to safe schools. U.S. Department of Education.
  • Espelage, D. L., Polanin, J. R., & Low, S. K. (2014). Teacher and staff perceptions of school environment as predictors of student aggression, victimization, and willingness to intervene in bullying situations. School Psychology Quarterly, 29(3), 287-305. https://doi.org/10.1037/spq0000072
  • Field, A. (2018). Discovering statistics using IBM SPSS statistics. Sage.
  • Fischer, S. M., John, N., & Bilz, L. (2021). Teachers’ self-efficacy in preventing and intervening in school bullying: A systematic review. International Journal of Bullying Prevention, 3, 196-212. https://doi.org/10.1007/s42380-020-00079-y
  • Fontaine, Nancy S. (2003). Threats to the quality of school safety data. Research in Education, 69. https://doi.org/10.7227/RIE.69.2
  • Fox, J. A., & Burstein, H. (2010). Violence and security on campus: From preschool through college. Bloomsbury Publishing USA.
  • Fraenkel, J. R. & Wallen, N. E. (2006). How to design and evaluate research in education (6. bs.). McGraw-Hill.
  • García, F. J., Marande, G., Schneider, B. H. & Blanchard, C. (2014). Effects of school on the well-being of children and adolescents. In Ben-Arieh, A., Casas, F., Frønes, I. & Korbin J. E. (Ed.), Handbook of child well-being (pp. 1251–1305). Springer.
  • Garson, G. D. (2013). Hierarchical linear modeling: Guide and applications. Sage.
  • Gottfredson, D. C., & DiPietro, S. M. (2011). School size, social capital, and student victimization. Sociology of Education, 84(1), 69-89. https://doi.org/10.1177/0038040710392718
  • Gürhan, N. (2017). Her yönü ile akran zorbalığı. Turkiye Klinikleri J Psychiatr Nurs-Special Topics, 3(2), 175-81.
  • Güvenir, T. (2005). Okulda akran istismarı. Kök Yayınları.
  • Hamurcu, S. (2020). İlkokul öğrencilerinde akran zorbalığı: Ankara Pursaklar örneği. OPUS International Journal of Society Researches, 16(Eğitim ve Toplum Özel sayısı), 5540-5564. https://doi.org/10.26466/opus.758653
  • Hirschberger, G. (2018). Collective trauma and the social construction of meaning. Frontiers in Psychology, 9, 1441. https://doi.org/10.3389/fpsyg.2018.01441
  • Hofmann, D. A. (1997). An overview of the logic and rationale of hierarchical linear models. Journal of Management, 23(6), 723-744. https://doi.org/10.1177/014920639702300602
  • Hox, J., Moerbeek, M., & Van de Schoot, R. (2017). Multilevel analysis: Techniques and applications. Routledge.
  • Huebner, E. S., Hills, K. J., Jiang, X., Long, R. F., Kelly, R. & Lyons, M. D. (2014). Schooling and children’s subjective well-being. In Ben-Arieh, A., Casas, F., Frønes, I. & Korbin J. E. (Ed.), Handbook of child well-being (pp. 797–819). Springer.
  • Karaman Kepenekci, Y. & Çınkır, Ş. (2006). Bullying among Turkish high school students. Child Abuse & Neglect, 30(2), 193-204. https://doi.org/10.1016/j.chiabu.2005.10.005
  • Karaman, Ö. & Yurtal, F. (2015). Students' perceptions of school climate where violence is prevalent in schools. Elementary Education Online, 14(2), 421-429. http://dx.doi.org/10.17051/io.2015.10946
  • Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, schoolsafety, and student achievement and well‐being: a review of the literature. Review of Education, 3(2), 103-135. https://doi.org/10.1002/rev3.3043
  • Lereya, S. T., Copeland, W. E., Costello, E. J., & Wolke, D. (2015). Adult mental health consequences of peer bullying and maltreatment in childhood: two cohorts in two countries. The Lancet. Psychiatry, 2(6), 524–531. https://doi.org/10.1016/S2215-0366(15)00165-0
  • Lester, L., & Cross, D. (2015). The relationship between school climate and mental and emotional wellbeing over the transition from primary to secondary school. Psychology of Well-being, 5, 1-15. https://doi.org/10.1186/s13612-015-0037-8
  • Luke, D. A. (2019). Multilevel modeling (Vol. 143). Sage Publications.
  • Ma, X. (2002). Bullying in middle school: Individualand school characteristics of victims and offenders. School Effectivenessand School Improvement, 13(1), 63–89. https://doi.org/10.1076/sesi.13.1.63.3438
  • Millî Eğitim Bakanlığı [MEB] (2024). PISA 2024 Türkiye raporu. https://pisa.meb.gov.tr/meb_iys_dosyalar/2024_03/21120745_26152640_pisa2022_rapor.pdf adresinden erişilmiştir.
  • Moore, S. E., Norman, R. E., Suetani, S., Thomas, H. J., Sly, P. D., & Scott, J. G. (2017). Consequences of bullying victimization in childhood and adolescence: A systematic review and meta-analysis. World Journal of Psychiatry, 7(1), 60–76. https://doi.org/10.5498/wjp.v7.i1.60
  • Novick, R. M., & Isaacs, J. (2010). Telling is compelling: The impact of student reports of bullying on teacher intervention. Educational Psychology, 30(3), 283-296. https://doi.org/10.1080/01443410903573123
  • OECD. (2023). PISA technical report. https://www.oecd.org/en/publications/pisa-2022-technical-report_01820d6d-en.html adresinden erişilmiştir.
  • Özbek Baştuğ, Ö. Y., ve Taneri, P. O. (2023). Çocuklarda zorbalık davranışları, kaygı ve sosyal kaygı arasındaki ilişki. Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 14(2), 211-247. https://doi.org/10.54558/jiss.1192470
  • Peterson, R. L., & Skiba, R. (2000). Creating school climates that prevent school violence. Preventing School Failure: Alternative Education for Children and Youth, 44(3), 122-129. https://doi.org/10.1080/10459880009599794
  • Pişkin, M. (2010). Ankara’daki ilköğretim öğrencileri arasında akran zorbalığının incelenmesi. Eğitim ve Bilim, 35(156), 175-189. https://educationandscience.ted.org.tr/article/view/869
  • Prasetyo, M. A. M., Fadlin, I., & Madman, R. (2023). Towards a bully-free pesantren: The role of educational management with adaptive psychology and mental health interventions. At-Ta'dib, 18(1), 90-105. https://doi.org/10.21111/attadib.v18i1.9458
  • Reynolds, K. J., Lee, E., Turner, I., Bromhead, D., & Subasic, E. (2017). How does school climate impact academic achievement? An examination of social identity processes. School Psychology International, 38(1), 78-97. https://doi.org/10.1177/0143034316682295
  • Rocchino, G. H., & Liang, C. T. (2024). School climate, teachers’ attitudes, and their intended anti-bullying intervention strategies: The role of teacher stress. International Journal of Bullying Prevention, 1-14. https://doi.org/10.1007/s42380-024-00262-5
  • Salmivalli, C. (2010). Bullying and the peer group: A review. Aggression and Violent Behavior, 15(2), 112-120. https://doi.org/10.1016/j.avb.2009.08.007
  • Schweig, J., Hamilton, L. S., & Baker, G. (2019). School and classroom climate measures: Considerations for use by state and local education leaders. Rand Corporation.
  • Snijders, T. A. (2005). Power and sample size in multilevel modeling. Encyclopedia of Statistics in Behavioral Science, 3(157), 1573. https://doi.org/10.1002/0470013192.bsa492
  • Sulak, S. E., ve Altuntaş, Z. (2022). İlkokullarda yaşanan akran zorbalığının sınıf öğretmenlerinin görüşleri doğrultusunda incelenmesi. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 22(2), 128-143. https://doi.org/10.53629/sakaefd.1058580
  • Şen, Z., ve Doğan, A. (2021). Öğretmenlerin akran zorbalığına ilişkin tutumlarının, akran zorbalığı ile baş etme stratejilerinin ve algıladıkları okul ikliminin incelenmesi. Eğitim ve Bilim, 46(207). http://dx.doi.org/10.15390/EB.2021.8942
  • Tani, F., Paul, S., Greenman, B. H. & Schneider, F. (2003). Bullying and the big five: A study of childhood personality and participant roles on bullying ıncidents. School Psychology International, 24 (2), 131- 146. https://doi.org/10.1177/0143034303024002001
  • Tat, O., & Kılıç, A. F. (2024). Electronic Assessment Anxiety Scale: Development, validity and reliability. Turkish Online Journal of Distance Education, 25(4), 16–32. https://doi.org/10.17718/tojde.1380131
  • Waasdorp, T. E., Fu, R., Clary, L. K., & Bradshaw, C. P. (2022). School climate and bullying bystander responses in middle and high school. Journal of Applied Developmental Psychology, 80, 101412. https://doi.org/10.1016/j.appdev.2022.101412
  • Wang, W., Vaillancourt, T., Brittain, H. L., McDougall, P., Krygsman, A., Smith, D., Cunningham, C. E., Haltigan, J. D., & Hymel, S. (2014). School climate, peervictimization, and academic achievement: Results from a multi-informant study. School Psychology Quarterly, 29(3), 360-377. https://doi.org/10.1037/spq0000084
  • Wang, C., Li, B., Zhang, L., Liu, Y., & Xu, P. (2022). Prosocial Behavior and Teachers’ Attitudes Towards Bullying on Peer Victimization Among Middle School Students: Examining the Cross-Level Moderating Effect of Classroom Climate. School Psychology Review, 53(5), 579-592. https://doi.org/10.1080/2372966X.2021.2009313
  • Wentzel, K. R., Barry, C. M. & Caldwell, K. A. (2004). Friendships in middle school: Influences on motivation and school adjustment. Journal of Educational Psychology, 96(2), 195–203. https://doi.org/10.1037/0022-0663.96.2.195
  • Williams, K. R. & Guerra, N. G. (2007). Prevalence and predictors of internet bullying. Journal of Adolescent Health, 41(6), 14-21. https://doi.org/10.1016/j.jadohealth.2007.08.018
  • Williams, C., Griffin, K. W., Botvin, C. M., Sousa, S., & Botvin, G. J. (2023). Effectiveness of digital health tools to prevent bullying among middle school students. Adolescents, 3(1), 110-130. https://doi.org/10.3390/adolescents3010009
Toplam 60 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Okul Psikolojik Danışmanlığı
Bölüm Araştırma Makalesi
Yazarlar

Izzettin Aydogan 0000-0002-5908-1285

Gamze Mukba 0000-0003-2287-4115

Rabia Köylüoğlu 0009-0004-7711-4863

Erken Görünüm Tarihi 28 Eylül 2025
Yayımlanma Tarihi 29 Eylül 2025
Gönderilme Tarihi 11 Haziran 2024
Kabul Tarihi 15 Nisan 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 14 Sayı: 3

Kaynak Göster

APA Aydogan, I., Mukba, G., & Köylüoğlu, R. (2025). Akran Zorbalığı Sıklığının Okul Özellikleri Yönüyle İncelenmesi. Cumhuriyet Uluslararası Eğitim Dergisi, 14(3), 608-617. https://doi.org/10.30703/cije.1499390
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e-ISSN: 2147-1606