Here is the research we’ve found on cyberbullying in Turkey, with the most recent first. Please email us if you have any articles to add with the details ordered in the same format as the others.

 


 

Author: Manap, A.

Year: 2022

Title: A Bibliometric Analysis of Cyberbullying Research in Turkey

Journal: Bartın University Journal of Faculty of Education

URL: https://dergipark.org.tr/en/pub/buefad/issue/69534/1092893

Abstract: This study aims to analyze cyberbullying research in Turkey through bibliometric analysis. To this end, the study dealt with six research questions which included the most frequently used keywords and co-occurrences of these keywords, Turkey’s collaboration with other countries, the frequency distribution of articles and citations by year, the most cited articles, the most productive journals, and authors. The bibliometric data were limited to the Web of Science (WoS) database. The first search yielded a total of 3974 publications. However, excluding the publications which did not comply with the aim of the study resulted in 105 articles to be analyzed. The findings suggested that there were 268 keywords used at least once. The keywords occurring at least five times other than “cyberbullying” were “cyber victimization,” “adolescent,” “bullying,” “reliability,” “validity,” and “internet addiction.”. Turkey had at least one collaboration with 21 countries. The top five countries with at least two collaborations were England, the U.S.A., Australia, Hungary, Czech Republic, and Germany. The most productive year was 2021. The most cited article was published in 2010, and the most influential journal was “Education and Science.” It was also revealed that the fifteen most productive authors had 57 publications. Considering the increasing interaction among people in virtual environments, cyberbullying research which has a nearly quarter-century history, should take more attention from Turkish scholars. Additionally, a gap was observed in the literature regarding studies conducted on parents. Thus, further studies may attempt to fill this gap.

 


 

Authors: Uslu, N. A., and Durak, H. Y.

Year: 2022

Title: Parental awareness and supervision to prevent cyberbullying: Scale adaptation and a review in terms of demographic variables

Journal: Children and Youth Services Review

URL: https://www.sciencedirect.com/science/article/abs/pii/S0190740921004059

Abstract: The purpose of this study was to adapt the Parental Awareness and Supervision to Prevent Cyberbullying scale developed by Martín-Criado, Casas, and Ortega-Ruiz (2021) to Turkish and to carry out validity-reliability studies. The questionnaire includes five factors and 27 items in total: (a) parental knowledge of cyberbullying, (b) perception of parental competence in this regard, (c) parental perception of online risks, (d) the attribution of parental responsibility in digital education, (e) family supervision. The data were collected from 208 parents who voluntarily participated in the study. Confirmatory factor analysis evidenced that the fit indices are acceptable and/or perfect fit. Cronbach’s alpha values for the factors were between 0.744 and 0.874 and the composite reliability values were between 0.754 and 0.857. These findings proved sufficient evidence for the reliability of the questionnaire. The study also investigated that parents’ perceptions of the adapted questionnaire and their variation according to the demographic variables. A significant difference was observed between the parents for the parental supervision dimension. In addition, there were differences according to the age level of the parents, the school level of the child, and the education level of the parents for the dimensions of parental competence and parental supervision. The suggestions were presented for theory and practice within the framework of the findings.

 


 

Authors: Horzum, M. B., Ayas, T., Randler, C., and Düşünceli, B.

Year: 2021

Title: The effects of empathy and circadian preference on cyberbullying of adolescents in Turkey

Journal: Biological Rhythm Research

URL: https://www.tandfonline.com/doi/abs/10.1080/09291016.2019.1603839

Abstract: In this study, the relationships among empathic tendency and circadian preference on cyberbullying and cybervictimization of adolescents in Turkey were examined. The study group included 1540 adolescents (861 female, 679 male), and anonymous and voluntary participation was sought in forming the study group. Data were collected from each participant by assessing a demographic questionnaire, the Composite Scale of Morningness for circadian preference, Empathy, Cyberbully and Victim Scales. The most important result was that gender, empathy, and Composite Scale of Morningness scores were the predictors for cyberbullying and cybervictimization, and as a consequence, male and evening-oriented adolescents scored higher on cyberbullying and cybervictimization. Additionally, it was observed that cyberbullying and empathy were inversely correlated in adolescents.

 


 

Authors: Pala, S., ÜNSAL, A., EMİRAL, G., DEMİRTAŞ, Z., ZENCİRCİ, S. A., TÖZÜN, M., and ARSLANTAŞ, D.

Year: 2021

Title: EVALUATION OF CYBERBULLYING AND MULTIDIMENSIONAL PERCEIVED SOCIAL SUPPORT LEVELS IN HIGH SCHOOL STUDENTS OF TURKEY

Journal: İstanbul Tıp Fakültesi Dergisi

URL: https://dergipark.org.tr/en/pub/iuitfd/article/883756

Abstract: The aim of this study is to determine the prevalence of cyberbullying and to evaluate the perceived social support levels. Material and Method: This study was conducted on 2937 high school students studying in the city centre of Eskişehir. The questionnaire used in the study includes some sociodemographic characteristics of the students, the questions of Cyberbullying Inventory-II and the questions of the Multidimensional Perceived Social Support Scale. A Chi-square test, Logistic Regression Analysis and the Mann Whitney U test were used for analysis. Results: The prevalence of cyberbullying among high school students consists of 65.3%. The prevalence of cyberbullying especially increases among men with a history of mental disorder, long internet usage, any social media account and who feel stronger on the internet. The frequency of cyberbullying is lower among students with high family support. Conclusion: Cyberbullying is an important public health problem among high school students. In order to prevent and detect cyberbullying, training and awareness-raising should be provided for students, parents and teachers. Families, especially the children, should be provided with the necessary social support by the relevant authorities.

 


 

Authors: Bilek, G. and Cagirkan, B.

Year: 2021

Title: Cyberbullying among Turkish high school students

Journal: Scandinavian Journal of Psychology

URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/sjop.12720

Abstract: Cyberbullying, a new form of the traditional bullying that has been transferred to the electronic environments (social media, online gaming environments, blogs, etc.), from the physical context to the virtual context, refers mainly to aggression that is deliberately carried out by adolescents. This study aims to measure the level of cyberbullying in Turkish high school students living in Eastern Turkey and identify the demographic and socio-economic factors which lead to being bully and being cyberbullied. The study population consists of 470 students aged from 15–19 years. exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were implemented to identify the factor structure of the scale and it was observed that the Turkish version of the cyberbullying scale (CBS) is best represented by a one-factor structure. The comparisons across demographic and socio-economic variables were implemented using independent samples t test, one-way ANOVA, and Tukey HSD. To summarize the key findings, the variables that significantly affect the students’ CBS scores are; gender, school type, number of siblings, ownership of a mobile phone, length of ownership of a mobile phone, private access to the Internet, family supervision, purpose of Internet usage, length of time spent on the Internet and type of application used to message with others.

 


 

Authors: Tanrikulu, I. and Erdur-Baker, Ö.

Year: 2021

Title: Psychometric properties of a Cyberbullying Inventory for university students

Journal: British Journal of Guidance & Counselling

URL: https://www.tandfonline.com/doi/abs/10.1080/03069885.2020.1775174

Abstract: In this study, we examined the psychometric properties of the Cyberbullying Inventory (CBI) for University Students. There were 635 Turkish university students (57.48% females) in the pilot data set. The results showed that the pilot data set confirmed the proposed factor structure for CBI for University Students with some modifications. The final form of CBI for University Students was cross-validated with a second data set, composed of 1281 Turkish university students (52.54% females). Confirmatory factor analyses revealed adequate fit to the data, the internal consistency coefficients showed good internal consistencies, and evidence for convergent validity was obtained. Therefore, CBI for University Students with 11 items is a valid and reliable assessment instrument that can be used by researchers, counsellors and other mental health practitioners.

 


 

Author: Akgül, G.

Year: 2021

Title: Routine Activities Theory in cyber victimization and cyberbullying experiences of Turkish adolescents

Journal: International Journal of School & Educational Psychology

URL: https://www.tandfonline.com/doi/abs/10.1080/21683603.2021.1980475

Abstract: The Routine Activity Theory proposes that the presence of a suitable target and a motivated offender in the absence of capable guardianship predict criminal behaviors. Prior research has utilized the theory to explain varied cyber victimization in different western and eastern cultures. The purpose of this study is to test the effects of adolescents’ online behaviors on cyber victimization and cyberbullying experiences from the Routine Activities Theory framework. Therefore, through this study, the paper expands upon this research to examine the cyber activities of Turkish adolescents on both cyber victimization and cyberbullying experiences. The participants were 1046 high school students between the ages of 14–18. According to the findings, Turkish adolescents’ cyberbullying and victimization experiences could be predicted from their cyber activities after controlling for gender. The results revealed the role of target suitability, exposure to a motivated offender and capable guardianship on both cyber victimization and cyberbullying in a more comprehensive model based on the Routine Activities Theory. Altogether, the findings provide evidence-based strategies for cyberbullying and victimization prevention at schools.

 


 

Authors: Roman, A., Rad, D., Egerau, A., Dixon, D., Dughi, T., Kelemen, G., Balas, E., and Rad, G.

Year: 2020

Title: Physical Self-Schema Acceptance and Perceived Severity of Online Aggressiveness in Cyberbullying Incidents

Journal: Journal of Interdisciplinary Studies in Education

URL: https://files.eric.ed.gov/fulltext/EJ1267138.pdf

Abstract: In the present study, physical self-schema referred to the perceived body image youths have over their physical appearance. Using a two-item online questionnaire, the study analyzed the effect of physical self-schema acceptance on perceived severity of online aggressiveness in cyberbullying. Five hundred and seven students from Belgium, Spain, Romania, and Turkey participated in the survey. The results suggest that when mapping effects of physical self-schema acceptance on perceived negative effect of online aggressiveness, the curvilinear interaction model (2%) is more robust than the linear interaction model (0.8%), when both models are statistically significant.

 


 

Author: Küçüksüleymanoglu, R.

Year: 2019

Title: Cyberbullying among Secondary School Teachers by Parents

Journal: International Journal of Evaluation and Research in Education

URL: https://eric.ed.gov/?id=EJ1211261

Abstract: Cyberbullying which is known as violence on the Internet is a dimension of peer bullying takes places through electronic communication technologies. Cyberbullying which can occur in any environment regardless of the time and place is the way in which individuals with higher ability to use communication technologies to lead other individuals in a series of negative behaviors over time. With the rapid development of technology and the ease with which internet access becomes easier and cheaper, it becomes a problem that needs to be studied more and more importantly day by day. Facebook, twitter and whatss up, the most widely used social network today, has the potential to become the most commonplace for cyberbullying behaviors. The purpose of this study was to determine cyberbullying towards teachers by parents in secondary schools based on teachers views according to sex, tenure and school size. The sample of the study was 181 teachers from 14 secondary schools. The experiences and perspectives of 181 teachers were assessed regarding the incidence and perceptions of the likelihood of cyber harassment by parents. The results presented here indicate that nearly 3/4 of teachers in the sample had received harassing or threatening messages from parents.

 


 

Authors: Tolga, A., Sinem, S., Aysegul, U., Sevda, S., Songul, C., Nesrin, Y., Cemil, M.

Year: 2008

Title: Cyberbullying among Turkish Adolescents

Journal: CyberPsychology & Behavior

URL: https://doi.org/10.1089/cpb.2007.0016

Abstract: Cyberbullying, harassment through the use of information and communication technology such as cell phones and the Internet, is an emerging phenomenon all around the world. Extensive research on aggression and bullying is guiding educators’ understanding of cyberbullying. Yet the gap between the advancement in technology and the dearth of study on cyberbullying suggests that more research is needed to understand the scope of this form of bullying. In order to fill the gap in literature, 269 secondary school Turkish students were surveyed on their engagement in and coping strategies for cyberbullying. The results show that 35.7% of the students displayed bully behaviors, and 23.8% of the students displayed bully-victim behaviors. Only 5.9% of the students were victims. More boys displayed bully, victim, and bully-victim behaviors than girls. When faced with cyberbullying, 25% of the students reported telling their peers and parents about the cyberbullying incident, and 30.6% of the students reported finding active solutions such as blocking the harasser. The implication of the study for future research is discussed.

 


 

Authors: Turan, S.G. & Dilmen, N.E.

Year: 2016

Title: Justification of Cyber-Harassment in terms of Digital Media Literacy

Journal: Yeni Symposium

URL: (Now defunct)

Abstract: Objective: Violence and the media are an important issue that takes up a large part in media theories and research. The interaction between the individual and the society and the phenomenon of violence which can be increased or normalized can be examined and discussed not only in the media axis but also in many other disciplines in terms of different variables. Though it is unlikely to be the only factor affecting the phenomenon of violence, media tools and developments in technology have now caused violence to be debated in different dimensions. In this research, the effects of the concepts of information literacy, cyber violence and emotional deafness (alexithymia) on the perception of individuals as violating legitimacy are discussed as factors that cause individuals to perceive violence as legitimate through communication means.

 


 

Authors: Yaman, E., & Çelik, İ.

Year: 2016

Title: The Mediator Effect of Loneliness between Perceived Social Competence and Cyber Bullying in Turkish Adolescents.

Journal: International Journal of Progressive Education

URL: http://www.inased.org/v12n1/ijpev12n1.pdf

Abstract: The purpose of this research was to examine whether loneliness might play a mediating role between perceived social competence and cyberbullying in Turkish adolescents. The participants were 326 high school students who completed a questionnaire package that included the Cyberbullying Scale, the Perceived Social Competence Scale, and the UCLA Loneliness Scale. Relationships between loneliness, social competence and cyberbullying were tested using Pearson Product Moment Correlation Coefficient and predictions of each variable by the domains of the other were calculated with Linear Regression Analysis (LRA). Findings showed that perceived social competence, cyberbullying and self-efficacy were related to each other’s. Hierarchical Regression Analysis results indicated that loneliness partially mediated the relationship between perceived social competence and school burnout.

 


 

Authors: Sari, S. V., & Camadan, F.

Year: 2016

Title: The new face of violence tendency: Cyber bullying perpetrators and their victims.

Journal: Computers in Human Behavior

URL: http://www.sciencedirect.com/science/article/pii/S0747563216300796

Abstract: The present study examines the role of violence tendecy on cyberbullying perpetrations and their victims. Turkish adolescents [N = 286, 167 girls (58,4%) and 119 boys (41,6%)] aged 15–18 years [mean age of 17.6 years (df:0.78)] were recruited from different high school types [101 (35.4%) of the participants were students in vocational high school, 88 (30.7%) anatolian high school and 97 (33.9%) public high school]. Participants completed Revised Cyber Bullying Inventory (RCBI, Topçu & Erdur-Baker, 2010) and Violence Tendency Scale (VTS, Haskan & Yıldırım, 2012). Collected data were analyzed Pearson correlation coefficients and simple regression. Pearson correlations revealed that violence tendency was positively related to cyberbullying perpetration (r = 0.344, p < 0.01). Also, violence tendency was positively related to cyber victimization (r = 0.242, p < 0.01). Also simple regressions revealed that violence tendency was significant individual predictors both cyberbullying perpetration and cyber victimization.

 


 

Author: Akturk, A. O.

Year: 2015

Title: Analysis of cyberbullying sensitivity levels of high school students and their perceived social support levels.

Journal: Interactive Technology and Smart Education,

URL: http://www.emeraldinsight.com/doi/abs/10.1108/ITSE-07-2014-0016

Abstract: The purpose of this paper is to determine the cyberbullying sensitivity levels of high school students and their perceived social supports levels, and analyze the variables that predict cyberbullying sensitivity. In addition, whether cyberbullying sensitivity levels and social support levels differed according to gender was also investigated. While current communication technologies such as mobile phones, the Internet and social network sites provide new opportunities for learning and interaction, they may also pose a threat to personal security. The rapid increase in access to information and communication technologies by young people can also cause those technologies to be used for bullying their peers – called cyberbullying.

 


 

Authors: Sezer, B., Yilmaz, R., & Karaoglan Yilmaz, F. G.

Year: 2015

Title: Cyber bullying and teachers’ awareness.

Journal: Internet Research

URL: http://www.emeraldinsight.com/doi/abs/10.1108/IntR-01-2014-0023

Abstract: The purpose of this paper is to determine the awareness levels of teachers with regard to cyber bullying. In line with this purpose, the extent of awareness levels of teachers in general, regarding the issue of personal cyber security in their daily lives and the precautions that can be taken in this context have been measured.

 


 

Author: Ozgur, H.

Year: 2015

Title: Exploring the distance education students’ cyberbullying, cybervictimization and cyberbullying sensibility levels

Journal: Turkish Online Journal of Distance Education

URL: (Now defunct)

Abstract: The purpose of present research is to detect cyberbullying, cybervictimization and cyberbullying sensibility levels of distance education students and analyze these levels with respect to several variables. The research has been patterned on relational screening model. Study group consisted of 297 distance education students studying at university in Marmara region during fall term of 2012-2013 academic year. Data have been obtained via cyberbullying scale, cybervictimization scale and cyberbullying sensibility scale. In the analysis of obtained data descriptive statistics, Mann Whitney U, Kruskal Wallis H and correlation tests have been utilized. Obtained findings manifested that distance education students received low scores on cyberbullying and mid level scores from cybervictimization; that they possess high sensibility towards cyberbullying and there is statistically meaningful differentiation between cyberbullying and cybervictimization. It has also been detected that the increase in Internet usage has accelerating effect on cyberbullying and cybervictimization and that there is correlation between cyberbullying and cybervictimization. Furthermore it has been revealed that compared to female students male students are engaged in higher levels of cyberbullying and they become cybervictimized more frequently.

 


 

Author: Akbulut, Y.

Year: 2014

Title: Effect of case–based video support on cyberbullying awareness

Journal: Australian Educational Computing

URL: http://journal.acce.edu.au/index.php/AEC/article/view/35

Abstract: When it comes to safe and ethical information technology use, cyberbullying stands out. Indeed, it is seen to be a prevalent and complex problem. Prevention suggestions tend to rely on implications of descriptive and correlational studies rather than true experimental works. In this regard, the current study investigated the effect of case–based video (CBV) support on empowering cyberbullying awareness among 120 pre–service information technology teachers. Solomon four–group design was used in which four groups of students were randomly assigned to two treatment conditions. In the experimental groups, CBVs on authentic victimization instances were integrated into the instructional module on cyberbullying. The same cases and the content were provided without the CBV support in the control groups. One group from each condition was pretested before the implementation. Following the treatment, all groups were post–tested through a one–factor cyberbullying awareness scale. Two–way ANOVAs were used to analyze the data. Findings revealed that both types of instructional modules were useful whereas the CBVs led to better outcomes. Findings are discussed with regard to the relevant literature and suggestions for further studies are provided.

 


 

Authors: Çetinkaya, A., Şahin, Ö.E. Turan, S.G.

Year: 2014

Title: Cyber-Bullying: Taboos and Cultural Attitudes

Journal: International Peer-Reviewed Journal of Communication and Humanities Research

URL: http://www.uhedergisi.com/dergi/siber-zorbalik-tabular-ve-kulturel-tutum201702.pdf

Abstract: Although definitions of cyberbullying vary, generally the term is used to describe the use of e-mail, cell phones, instant messaging, and/or web sites by individuals or groups with intent to harm others. Bullying, which is no longer limited to space and time boundaries due to recent advances in new communication technologies, can now be perpetrated more secretly, spread rapidly and preserved easily. Cultural attitudes and taboos affect the problematic internet usage of adolescents and increase the risk for cyberbullying as both victim and perpetrator. In this study, survey method is used to examine the nature and extent of cyber-bullying experiences of adolescents in Turkey, both as victims and perpetrators.

Keywords: Cyber-bullying, Adolescents, Taboos, Cultural Attitudes, Internet

 


 

Author: Gökler, R.

Year: 2013

Title: Relation between cyberbullying and problem solving: A study on Turkish university students

Journal: Educational Research and Reviews

URL: http://eric.ed.gov/?id=EJ1017575

Abstract: In this study, cyberbullying living frequency, what the cyber environments in which cyberbullying is lived are, and the relation between “being victim of cyberbullying” and “being cyberbullying” status and problem solving skill of university students are analysed. This research is done by attendance of 460 students from five different faculties of Cankiri Karatekin University. Data is collected by “Cyberbullying and Internet Aggression Scanning Scale-CIASS” and “Problem Solving Inventory-PSI”. Data is analysed with arithmetical average, standard deviation, percentage and correlation techniques. It is determined at the end of the research that 87% of the attendants are exposed to cyberbullying in the recent month. However, at the same period, it is determined that 13% of the attendances are exposed to cyberbullying. Also, in the recent month 3% of the attendants are found that they are doing cyberbullying. It is seen that cyberbullying occurs mostly in chat-rooms and facebook. It is determined that problem solving skills of the attendants is at the middle level. A negative relation between being exposed to cyberbullying and problem solving is determined. There is not a relation between being cyberbullying and problem solving.

 


 

Authors: Topcu, Ç., & Erdur-Baker, Ö.

Year: 2012

Title: Affective and cognitive empathy as mediators of gender differences in cyber and traditional bullying.

Journal: School Psychology International

URL: http://spi.sagepub.com/content/33/5/550.abstract

Abstract: Gender differences in bullying behavior among adolescents have been observed, but the reasons for the discrepancy in males’ and females’ bullying experiences has been the focus of few studies. This study examined the role of the cognitive and affective empathy in explaining gender differences in bullying through multiple mediation analysis. The participants of the study were 795 Turkish adolescents (455 females, 340 males) ranging in age from 13- to 18-years-old. The Revised Cyber Bullying Inventory, Traditional Bullying Questionnaire and Basic Empathy Scale were utilized to gather data from participants. Findings revealed that the total effect of cognitive and affective empathy mediated the gender differences in traditional bullying in addition to the unique effect of affective empathy. However, only the combined effect of affective and cognitive empathy mediated the gender differences in cyberbullying. The findings are discussed in the light of the related literature and implications for practice.

 


 

Author: Eksi, F.

Year: 2012

Title: Examination of Narcissistic Personality Traits’ Predicting Level of Internet Addiction and Cyber Bullying through Path Analysis.

Journal: Educational Sciences: Theory and Practice

URL: http://files.eric.ed.gov/fulltext/EJ1000892.pdf

Abstract: The main aim of this study is to find out to what extent do narcissistic personality traits predict internet addiction and cyber bullying in vocational high school students. For this study five hundred and eight vocational high school students (331 male students–66,2%, 169 female students 33,8% and 8 unstated [x-bar] 16,24) from Anatolian side of Istanbul Province have been selected by using cluster sampling method. As data collection tools, Narcissistic Personality Inventory adopted by Atay, Internet Addiction Scale developed by Gunuc and Kayri, and Cyber Bullying Inventory developed by Aricak et.al have been used. The model shows that narcissism has an indirect effect on cyber bullying. As a trait of narcissistic personality “entitlement”, significantly predicts “deprivation” and controlling difficulty in internet addiction, besides, the trait of narcissistic personality, “superiority” predicts significantly “social isolation” in internet addiction. It is found out that the scores of narcissistic personality “exploitativeness” negatively predict the scores of internet addiction “controlling difficulty”.

 


 

Authors: Cetin, B., Eroglu, Y., Peker, A., Akbaba, S., & Pepsoy, S.

Year: 2012

Title: The Investigation of Relationship among Relational-Interdependent Self-Construal, Cyberbullying, and Psychological Disharmony in Adolescents: An Investigation of Structural Equation Modelling.

Journal: Educational Sciences: Theory and Practice

URL: http://files.eric.ed.gov/fulltext/EJ981810.pdf

Abstract: The aim of this study is to investigate the effect of relational-interdependent self-construal on cyberbullying and the effect of cyberbullying on psychological disharmony. Participants were 258 high school students. In this study, the Relational-Interdependent Self-Construal Scale, the Revised Cyberbullying Inventory, and the Depression, Anxiety, Stress Scale were used. In correlational analysis, cyberbullying and cyber victimization were found negatively related to relational-interdependent self-construal. On the other hand, cyberbullying and cyber victimization were found positively related to depression, anxiety, and stress. The goodness of fit indices indicated that the model was fit. According to structural equation modelling (SEM) results, relational-interdependent self-construal predicted negatively cyberbullying, and cyberbullying predicted psychological disharmony in a positive way.

 


 

Authors: Çelik, S., Atak, H., & Erguzen, A.

Year: 2012

Title: The Effect of Personality on Cyberbullying among University Students in Turkey.

Journal: Eurasian Journal of Educational Research

URL: http://files.eric.ed.gov/fulltext/EJ1059925.pdf

Abstract: Problem Statement: Cyberbullying is associated with significant psychological issues among young people such as depression, emotional distress, low self-esteem, and poor academic achievement. It is also regarded as an increasingly emergent problem in educational settings, putting learners’ psychological health, safety, and well-being at risk. Recent research has shown that a growing number of students are victims of cyberbullying and a wider realization and a thorough understanding of cyberbullying is needed. Purpose of the Study: This survey-based study set out to explore the relationship between personality traits and cyberbullying among university students receiving education through either face-to-face or distance education modes. Methods: A sectional research design and correlation survey method was adopted throughout the study. As a causal and comparative study, the dependent variable was set as cyberbullying (actively bullying others and/or being bullied) and the independent variable included five personality types. A path model was developed and tested in order to investigate the effects of learning modes and aforementioned personality types on two levels of cyberbullying. Findings and Results: The good fit indexes belonging to the model indicated acceptable conditions and capacity for explaining the relations among the variables. Emotional instability was observed as the leading predictor of being cyberbullied with a medium effect size. On the other hand, the weakest predictor of being bullied was found to be openness to experience with a minor level negative effect size. The developed model was observed to be valid for both face-to-face and distance education learning modes. In addition, a positive and medium level relationship between bullying and being exposed to bullying was observed. Ward’s hierarchical cluster analysis conducted on the points obtained from the cyberbullying scale revealed that the majority of the group rarely bullies and is rarely exposed to cyberbullying. Conclusions and Recommendations: This study contributes to the extant literature on bullying in a few conceptual areas. For instance, few research studies have examined the bullying issue in the tertiary context and through learning modes. The current investigation was limited by using a single data set to conduct all analyses. Further research is recommended to involve various variables such as cross-cultural effects on cyberbullying.

 


 

Authors: Bayar, Y., & Uçanok, Z.

Year: 2012

Title: School Social Climate and Generalized Peer Perception in Traditional and Cyberbullying Status.

Journal: Educational Sciences: Theory and Practice

URL: http://files.eric.ed.gov/fulltext/EJ1002851.pdf

Abstract: The purpose of this study was to determine whether there were any differences in perceptions of school social climate and peers in terms of bullying status, and to investigate the psychometric properties of the School Social Climate and Generalized Peer Perception Scales. The students participated from six different cities in Turkey were in secondary and high schools. The sample consisted of 1263 students (612 male, 651 female), of mean age 14.92 years (SD = 2.07). The results revealed that adolescents who were not involved both in school and cyberspace perceived the school and their teachers more positively than bullies and bully-victims, and also victims in cyberspace perceived their teachers more positively than bullies. Furthermore, not involved adolescents in school and cyberspace perceived other students in school more positively than bullies. In terms of peer perception, not involved adolescents and bullies in school and cyberspace significantly differed from bully-victims, and also not involved adolescents and bullies in school differed significantly from victims; not involved adolescents and bullies had more positive perception about their peers. Results also revealed that the Turkish adaptation of these two measurement instruments had sufficiently high validity and reliability.

 


 

Authors: Arslan, S., Savaser, S., Hallett, V., & Balci, S.

Year: 2012

Title: Cyberbullying among primary school students in Turkey: Self-reported prevalence and associations with home and school life.

Journal: Cyberpsychology, Behavior, and Social Networking

URL: http://online.liebertpub.com/doi/abs/10.1089/cyber.2012.0207

Abstract: The current study examined the self-reported prevalence and nature of cyberbullying and victimization among second, third, and fourth grade students (N=372) and explored associated features of home and school life. Of the children in the current sample, 27 percent had been victims of cyberbullying, 18 percent had been aggressors, and 15 percent had been both cyberbullies and victims. Boys were significantly more likely to carry out cyberbullying than girls. Cyberbullying exposure (as both a bully and a victim) was significantly associated with low levels of self-reported school satisfaction (bullies odds ratio [OR]: 2.45; victims OR: 2.10; p<0.05) and achievement (bullies OR: 3.85; victims OR: 3.47, p<0.05). Paternal unemployment was also associated with a three-fold increase in the likelihood of being a cyberbully. Increased awareness and regulation is now required within schools and within the home to tackle this escalating problem.

 


 

Authors: Sahin, M., Aydina, B., & Sari, S. V.

Year: 2012

Title: Cyber bullying, cyber victimization and psychological symptoms: a study in adolescents.

Journal: Çukurova University. Faculty of Education Journal

URL: (Now defunct)

Abstract: In this study, the relationship between cyber bullying, cyber victimization and psychological symptoms was investigated in adolescents. The sample of the study consisted of 300 high school student adolescents who attend different types of high schools in Trabzon in 2009-2010 academic years. In the study, demographic data form, The Scale of Cyber bullying and Brief Symptom Inventory were used as data collection instruments. Pearson’s Correlation Coefficients, One-Way ANOVA and independent samples T test were conducted to analyze the data. The results of the study showed that there were significant relationships between cyber bullying, cyber victimization and some psychological symptoms. Furthermore, significant differences were found in cyber bullying and cyber victimization in terms of school type and gender variables. These results were discussed in light of relevant literature and some recommendations were made.

 


 

Authors: Ryan, T., Kariuki, M., Yilmaz, H.

Year: 2011

Title: A comparative analysis of cyberbullying perceptions of preservice educators: Canada and turkey.

Journal: The Turkish Online Journal of Educational Technology

URL: http://files.eric.ed.gov/fulltext/EJ945026.pdf

Abstract: Canadian preservice teachers (year one N= 180 & year two N= 241) in this survey study were compared to surveyed preservice educators in Turkey (N=163). Using a similar survey tool both Turkish and Canadian respondents agreed that cyberbullying is a problem in schools that affects students and teachers. Both nations agreed that children are affected by cyberbullying however a lack of confidence was found in the Canadian sample yet Turkish educators believed they could both identify and manage cyberbullying. Cyberbulling in comparison to other topics covered in the current teacher preparation program, was believed to be equally important. Preservice teachers in both countries believed they should use an anti-cyberbully infused curriculum which had activities and current resources. A school-wide approach, in combination with professional development coupled with counselling from community supports was perceived to be essential to deal with cyberbullying in each country. Parents and community members were believed to be essential as was the idea that various media sources should be used to reach the larger community. As a result of their university training both Turkish and Canadian respondents felt unprepared to deal with cyberbullying.

 


 

Authors: Turan, N. , Polat, O. , Karapırlı, M. Uysal, C. & Turan, S.G.

Year: 2011

Title: The New Violence Type Of The Era: Cyber Bullying Among University Students

Journal: Neurology, Psychiatry and Brain Research

URL: http://www.sciencedirect.com/science/article/pii/S0941950011000066

Abstract: Backgrounds: Researchers have stated that internet has both positive and negative features just like all the other information technology tools. The most important example to give of the negative outcomes is peer-to-peer cyber bullying. The most general definition of peer-to-peer cyber bullying is to harm individuals deliberately and repetitively through electronic media.

 


 

Author: Yilmaz, H.

Year: 2011

Title: Cyberbullying in Turkish middle schools: An exploratory study.

Journal: School Psychology International

URL: http://spi.sagepub.com/content/early/2011/08/16/0143034311410262.abstract

Abstract: This study explored Turkish students’ experience of cyberbullying and their use of social networking tools. A total of 756 7th-grade students participated from eight different middle schools in Istanbul, the largest city of Turkey. A 15-item questionnaire was used in a classroom environment to collect data. Results revealed that male students were more involved in cyberbullying than female students. Students used instant messaging programs in cyberbullying, and bullying victims did not communicate with adults when they were exposed to harassment. The majority of students did not know effective safety strategies for use in cyberspace. Those who were themselves cyberbullied tended to engage in cyberbullying. The prevalence of cyberbullying in Turkish middle schools suggests that schools should adopt appropriate prevention strategies.

 


 

Authors: Akbulut, Y., & Eristi, B

Year: 2011

Title: Cyberbullying and victimisation among Turkish university students

Journal: Australasian Journal of Educational Technology

URL: http://eric.ed.gov/?id=EJ958909

Abstract: This study investigated the extent of cyberbullying and victimisation among Turkish university students at a state college of education. A personal information form and 56 scaled items were administered to 254 students. Items addressing cyberbullying victimisation were adopted from a recent study, whereas parallel cyberbullying items were developed and piloted in the current study. High internal consistency coefficients and explained variance values were observed in both “cyberbullying” and “victimisation” forms of the instrument. Findings revealed a moderate relationship between cyberbullying and victimisation. That is, being a victim in the cyberspace predicted 23 percent of being a cyberbully. Males were more likely to be both cybervictims and cyberbullies. Neither the cyberbullying nor the victimisation average differed with regard to age, program of study, daily Internet use, language proficiency, socioeconomic status, and the location where Internet was used. Reasons to cyberbully were investigated, which were mostly stemmed from interpersonal problems of participants. Limitations were discussed followed by suggestions for further research.

 


 

Author: Erdur-Baker, Ö.

Year: 2010

Title: Cyberbullying and its correlation to traditional bullying, gender and frequent and risky usage of internet-mediated communication tools.

Journal: New Media & Society

URL: http://nms.sagepub.com/content/12/1/109.abstract

Abstract: This study examined the relationships between cyber and traditional bullying experiences regarding gender differences. Also, the contributions of frequent and risky usage of internet to cyberbullying experiences were examined. The participants were 276 adolescents (123 females, 151 males and 2 unknown) ranging in age from 14 to 18 years. The results revealed that 32 percent of the students were victims of both cyber and traditional bullying, while 26 percent of the students bullied others in both cyber and physical environments. Compared to female students, male students were more likely to be bullies and victims in both physical and cyber-environments.The multivariate statistical analysis indicated that cyber and traditional bullying were related for male students but not for female students. Moreover, the multiple regression analysis revealed that both frequent and risky usage of internet account for a significant variance of cyberbullying but their contributions differ based on genders.

 


 

Author: Yilmaz, H.

Year: 2010

Title: An examination of preservice teachers’ perceptions of cyberbullying

Journal: Eurasia Journal of Mathematics, Science & Technology Education

URL: http://www.ejmste.org/v6n4/EURASIA_v6n4_Yilmaz.pdf

Abstract: Today, in parallel with the increase of technology use, cyberbullying becomes one of the major issues in schools affecting students’ lives negatively similar to bullying. To minimize the negative effects of cyberbullying and to get preservice teachers ready for managing cyberbullying, it is necessary to examine preservice teachers’ perception about cyberbullying. For this mission, the present study was conducted. Data were collected using a web-based survey form from seven different state universities in Turkey. One hundred and sixty three preservice teachers, who are senior level students, participated in the study. The results indicate that a majority of the preservice teachers recognize cyberbullying as a problem and understand its negative effects on students, as well as the need for school commitment on preventing cyberbullying. Although a majority of the preservice students have a high level of awareness for cyberbullying, they indicate the need for cyberbullying training during university education.

 


 

Authors: Akbulut, Y., Sahin, Y. L., & Eristi, B.

Year: 2010

Title: Cyberbullying victimization among Turkish online social utility members.

Journal: Educational Technology & Society

URL: http://www.ifets.info/journals/13_4/17.pdf

Abstract: There is growing evidence to suggest that bullying results in deep emotional damage. Borderless cyberspace transforms the nature of bullying and serves as a risky territory where more and more bullies are at large, which in turn, increases the extent of victimization in cyber-space. The current study investigated the cyberbullying victimization among Turkish members of an online social utility. The analysis sample consisted of 1470 participants who were recruited with a 28-item web-based survey. The survey had a high internal consistency coefficient and explained more than half of the total variance with a single-factor structure. Findings revealed that several background variables influenced cyberbullying victimization, including: gender; marital and socioeconomic status; purpose; frequency; location; time and nature of Internet use and language proficiency. Observed gender differences varied according to Internet connection locations. In addition, socioeconomic differences varied according to surfing patterns. Forum and blog use predicted victimization significantly. On the other hand, some critical variables did not have an influence on the extent of victimization such as age, education level and Internet proficiency. The source of victimization was predominantly international websites rather than Turkish websites. Findings were discussed followed by implications and suggestions for further research.

 


 

Author: Dilmac, B.

Year: 2009

Title: Psychological Needs as a Predictor of Cyber Bullying: A Preliminary Report on College Students.

Journal: Educational Sciences: Theory and Practice

URL: http://files.eric.ed.gov/fulltext/EJ858926.pdf

Abstract: Recent surveys show that cyber bullying is a pervasive problem in North America. Many news stories have reported cyber bullying incidents around the world. Reports on the prevalence of cyber bullying and victimization as a result of cyber bullying increase yearly. Although we know what cyber bullying is it is important that we learn more about the psychological effects of it. Therefore, the aim of the current study is to investigate the relationship between psychological needs and cyber bullying. Participants of the study included 666 undergraduate students (231 males and 435 females) from 15 programs in the Faculty of Education at Selcuk University, Turkey. Questions about demographics, engagement in and exposure to cyber bullying, and the Adjective Check List were administered. 22.5% of the students reported engaging in cyber bullying at least one time, and 55.3% of the students reported being victims of cyber bullying at least once in their lifetime. Males reported more cyber bullying behavior than females. Results indicate that aggression and succorance positively predict cyber bullying whereas intraception negatively predict it. In addition, endurance and affiliation negatively predict cyber victimization. Only the need for change was found as a positive, but weak predictor of cyber victimization. In light of these findings, aggression and intraception should be investigated further in future research on cyber bullying.

 


 

Authors: Topcu, C., Erdur-Baker, Ö., & Capa-Aydin, Y.

Year: 2008

Title: Examination of cyberbullying experiences among Turkish students from different school types.

Journal: CyberPsychology & Behavior

URL: http://www.ncbi.nlm.nih.gov/pubmed/18783345

Abstract: The purpose of this study was to examine the nature of cyberbullying experiences among public and private school students in Turkey. One hundred eighty-three participants between the ages of 14 and 15 were recruited for the study. Participants were asked to respond to questionnaires measuring demographic information, usage frequency of Internet-mediated communication tools (IMCT), and cyberbullying experience (as a victim and as a bully). Participants who reported cyberbullying victimization were also asked how they felt and whether they sought help after such experiences. Results indicated that public school students were more likely than private school students to report being cyberbullies and cybervictims despite that private school students were more likely than public school students to report more frequent usage of IMCT. The findings of the logistic regression analyses indicated that usage frequency of IMCT was a significant predictor of cyberbullying/victimization for public school students but not for private school students. While victims from private school revealed that they did not mind the cyberbullying experience because they thought it was a joke, victims from public school reported that they felt angry when they experienced cyberbullying. Both public and private schools indicated that friends were their first choice for help.