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The main purpose of this study is to reveal the perceptions of Generation Y individuals in Turkey regarding cyberbullying, cyber victimization, and cyberbullying awareness. Simultaneously, the aim is to understand the variation in individuals’ awareness of cyberbullying and cyber victimization issues based on different demographic factors. Among these demographic factors are gender, age, socioeconomic status, daily internet usage duration, purpose of internet usage, social media habits, family structure, and educational level. In the research, 244 participants were administered the “Personal Information Form”, “Revised Cyberbullying Inventory”, “Cyber Victimization Inventory” and “Cyberbullying Sensitivity Scale” questionnaires. The research findings were analyzed using IBM SPSS Statistics 27 software and interpreted. The obtained results indicate a positive and low-level correlation between cyberbullying awareness and exposure to cyberbullying, and a positive and moderate-level correlation between engaging in cyberbullying and being exposed to cyberbullying. While participants’ cyberbullying behaviors vary depending on factors such as gender, age, and father’s education level, their experiences of virtual victimization show diversity based on factors like age, mother’s education level, father’s education level, and the number of owned social networks. Additionally, awareness of cyber bullying varies only based on mother’s education level. [ABSTRACT FROM AUTHOR]

Rapid developments in information and communication technology made tools like mobile phones and the internet an indispensable piece of life for every people of every age, every gender, every education level, and every income level. There is a factor that increases the importance of examining students' e-bullying and e-victimization behaviors in this quantic era in which, education processes' transferring to the metaverse is debated. The goal of this research is to examine the connection between the sports high school students' showing cyberbullying and being cyber victims and examine the connection with gender, status level, receiving disciplinary punishment, sports branch type, internet usage time, parent education level, economic income level and the source of connecting internet. The study group of descriptive research, in which a correlational survey model is used, consists of 135 male and 117 female sports high school students in Malatya. In a view of collecting the data, adapted to Turkish by Basaran and Cikrikci(2015), the E-Bullying Scale and E-victimization Scales are used. The data are analyzed with the usage of the SPSS 26 package program, t-test, correlation, frequency, percentage, oneway variance analysis(ANOVA), and LSD test. In the research, it is proved that the attitudes of showing e-bullying of students change significantly by gender (p<0.05), and male students have more average points than female students however when it comes to cyber victimization, female students' cyber victim average point is higher than male students. It is concluded that 2nd-year and 3rd-year students are the ones who show e-bullying most, on the other hand, 4th-year students are the ones who are the least e-victimized. It is analyzed that, an increase in income level and increasing in time, that is spent on internet usage in a day, show significant changes on showing e-bullying manners and e-victimization manners. According to the results of the research, there is no connection between sports branch types and parent education level. According to the correlation analysis about e-bullying and e-victimization levels, it is found that there is a positive and significant connection between sports high school students' e-bullying attitudes and e-victimization levels(p<0.05). In this study, interference and prevention are suggested to trainers, administrators, and families. For the situation that can be seen in the students like e-bullying and evictimization, it is pointed out the current dangers that wait for students on digital platforms and the metaverse universe. [ABSTRACT FROM AUTHOR]

Undoubtedly, the widespread use of the internet and the increasing popularity of social media platforms have caused the rapid spread of the actions called cyberbullying. The number of people subjected to cyberbullying throughout the world is increasing day by day and it has a great impact on their victims. Identifying this action is of great importance in terms of preventing the emergence of new victims and not being exposed to this action any more. At this point, it has been observed that many studies have been carried out in the literature on the detection of cyberbullying, but it has been determined that the number of studies in Turkish texts is very low. It is thought that this study will contribute to the literature because the dataset used in the study is new and to the best of our knowledge, such a large number of algorithms have not been tested in the literature. In the study, Bagging, Boosting, C4.5, Gradient Boosting, K-Means, KNN, LR, NB, ANN, RO, DVM, Stochastic Gradient Descent and XGBoost algorithms were used comparatively for the first time on this data set. [ABSTRACT FROM AUTHOR]

This study was conducted to determine the relationship between cyberbullying behaviors and digital citizenship skills. The data of the study, based on the relational screening model, were obtained with the "Socio-Demographic Form", "Digital Citizenship Scale" and "Cyber Bullying Attitude Scale". The sample of the study consisted of 411 adults between the ages of 18-50 living in Istanbul. Data analyzed through SPSS 25.0 program. Regression, correlation, independent sample t-test and one-way analysis of variance (ANOVA) were used in the analysis of the data. At the end of the study, it was seen that there is a significant relationship between adults' cyberbullying attitudes and digital citizenship skills. It is seen that the cyberbullying levels of adults differ significantly according to age, gender, time spent on the internet and perceived internet usage skills. While it is seen that there is a significant relationship between digital communication and digital access, digital ethics, digital law, digital rights and responsibility, digital health and the level of cyber violence, which are the sub-dimensions of digital citizenship skills; it was found that there was no statistically significant relationship between digital literacy, digital security and digital commerce cyberbullying attitude. To conclude, according to the results, digital citizenship skills of adults significantly predicted their cyberbullying levels. [ABSTRACT FROM AUTHOR]

One of the prominent issues in interpersonal relationships is aggressive attitudes. Those are evaluated within the certain conceptual structures. Peer bullying could be considered as a reflection of aggression. Nowadays, bullying has moved from social environments to virtual environments. In terms of moral judgement and emotional factors, relationships between cyberbullying, which appears in the virtual environment and is the transformation of peer bullying in the cyber world, attracts significant attention. The aim of this study is to examine the relationships among peer bullying and victimization, cyberbullying, moral disengagement and empathic concern. For this purpose, data were collected from 270 participants, 210 female and 60 male young adults. Participants who were students at different universities in İstanbul were determined through convenience sampling. Peer Bullying Scale, Moral Disengagement Scale, Interpersonal Reactivity Index and Cyberbullying Scale were applied to the participants. Relationships between independent and dependent variables were tested with Pearson Product Moment Correlation, Simple Linear and Multiple Regression Analysis. It was found that peer bullying, victimization of peer bullying and moral disengagement significantly predicted cyberbullying as a result of simple regression analysis. In addition, it was found that moral disengagement and empathic concern predicted peer bullying and victimization. Considering the relationships between peer bullying and cyberbullying, which are the continuation of each other, the main purpose of the study was discussed in the context of moral disengagement tendency, moral cognition and empathic concern. Elements of empathy and moral cognition should be included in both peer bullying and cyberbullying prevention and intervention programs. [ABSTRACT FROM AUTHOR]

In parallel with the rapid development of information communication technologies, its use in working life has increased considerably. However, their rapidly increasing use has led to the formation of some negative organizational behaviors. The most striking of these behaviors is the phenomenon of cyberloafing. Within the scope of this study, the phenomenon of cyberloafing in public institutions is examined in terms of its important and important dimensions. In addition, public institutions have a number of leadership types/roles that arise from their unique dynamics, unlike the private sector. These are also emphasized. The main purpose of this study is to investigate the effect of specific leadership roles of public institutions on cyberloafing behaviors. For this purpose, a survey was conducted on the academic staff working in the TRA1 region that spend most of their working processes on the computer. The roles of institution administrators in cyberloafing behaviors of academic staff working at four state universities in this region were investigated. As a result of the research, it was concluded that all leadership roles are effective on virtual loafing types in various directions and levels. [ABSTRACT FROM AUTHOR]

Today, the widespread use of information and communication technologies brings with it new and different problems. One of these problems is cyberbullying, which is expressed as insult, humiliation, social exclusion, threat, exposure or disturbing behavior in virtual environments. Cyberbullying behavior is a problem that has significant effects on victims. The purpose of this study is to reveal the prevalence of cyberbullying, the means of cyberbullying, the reactions of victims to cyberbullying, and the effects of cyberbullying on victims. The sample of the study consists of 610 students studying at the Faculty of Economics and Administrative Sciences of a university. The study is a descriptive research and questionnaire technique was used to collect study data. According to the results obtained, 41.8% of the participants have been exposed to cyberbullying at least once in the six month. In the tools in which cyberbullying is applied, the first three ranks are e-mail, social networking sites and messages, respectively. In addition, when the effects of cyberbullying on victims are examined, it is seen that it causes problems such as anger, anxiety, feeling sad, sleep and concentration problems. These results show that some precautions should be taken to prevent cyberbullying. [ABSTRACT FROM AUTHOR]

Television entered people's lives in the middle of the 20th century and it is named as a "traditional" media after the development of new media; however, still it has not lost its popularity at homes. The impact of violent television series on their audiences is a subject that is being researched and discussed since the days that it was seen as "magical" up to today. Aggressive behavior that can result from consuming violent content found themselves a new platform that they can take place without much fear. This study aims to test the validity of this hypothesis through surveys that measure individuals' aggresiveness levels and their inclination to cyber bullying, as well as a question that asks participants to name three most watched/liked television series by them. As a result of the analyses, it is found that the participants' level of aggressiveness is higher than their inclination to cyber bullying behavior. Other results obtained are discussed in the discussion in detail. [ABSTRACT FROM AUTHOR]

Objective: The aim of this study was to perform validity and reliability studies for adapting the Cyber Bullying Scale (SBS), which consists of 15 cyberbullying behaviors and three sub-dimensions, to Turkish culture. Methods: This research was carried out in two stages. In the first stage, the scale was translated into Turkish, exploratory factor analysis for validity, internal consistency coefficient, test-retest and item analysis methods were used for reliability. In the second stage, confirmatory factor analysis and compliance validity studies were conducted for the validity of the scale. The first and second stages, respectively, 300 and 339 participants took part in the study. Results: As a result of exploratory factor analysis conducted in the first stage, approximately 48% of the total variance of the scale was explained. Item factor loads in the scale ranged from 0.42 to 0.78. For the reliability of the scale, internal consistency coefficient was calculated as 0.94, 0.90, 0.88, and 0.93 for the total, bullying, victimization and witnessing subscales. The test-retest reliability coefficient was 0.94, 0.90, 0.88, and 0.87 for the scale total, bullying, victimization and witness subscales. As a result of confirmatory factor analysis conducted in the second stage, it can be said that the scale has a good level of goodness of fit (χ2=2830.18, sd=807, χ2/sd=3.51, RMSEA=0.08, RMR=0.02, SRMR=0.06, GFI=0.91, AGFI=0.90, CFI=0.97, NNFI=0.97, IFI=0.97). Conclusions: As a result of all the procedures, it can be said that the form of Cyber Bullying Scale adapted to Turkish culture is valid and reliable. [ABSTRACT FROM AUTHOR]

Purpose: The aim of this study was to compare adolescents with anxiety disorders (AD) and healthy controls in terms of cyber bullying, cyber victimization and sensivity to cyber victimization. Materials and Methods: This cross - sectional study was performed in Selçuk University Medical Faculty Hospital. The sample of the study was consisted of 28 adolescents with AD and 39 healthy controls. Sociodemographic data form, Cyber Bullying Scale, Cyber Victim Sensitivity Scale, Cyber Victimhood Scale and Revised Child Anxiety and Depression Scale – Child Version were applied to all participants. Results: In our study, the anxiety and depression scores of the AD group were significantly higher than the control group. When the two groups were compared in terms of cyber situations, it was found that cyber victimization scores were significantly higher in the AD group. There was a positive correlation between anxiety and depression scores and cyber victimization scores. Conclusion: Adolescents with AD experienced more cyber victimization, and as the symptoms of anxiety and depression increased, the severity of cyber victimization increased. It was considered as a holistic approach to assess the situation of cyber victimization which may contribute positively to the diagnosis and treatment in the follow-up of anxiety disorders frequently seen during adolescence. [ABSTRACT FROM AUTHOR]

In this study, sensitivities of digital literacy and cyberbullying of teacher candidates trained in Department of Computer Education and Instructional Technologies (CEIT) was examined in terms of various variables. In addition, the relationship between candidates' digital literacy levels and their sensitivities to cyberbullying was investigated. The universe of the research is constituted by prospective teachers of the Department of CEIT. The working group of the research is students who are in training at 2nd, 3rd and 4th grade in spring semester 2017-2018 at Department of Computer Education and Instructional Technologies in Firat University Faculty of Education. The research was carried out using a mixed research method in which both quantitative and qualitative approaches were used. In order to obtain data in the research, Personal Information Form, Semistructured Interview Form on Cyberbullying and Digital Literacy, Sensitivity Scale for Cyberbullying and Digital Literacy Scale were used. As a result of the research, it was determined that the digital literacy levels and sensitivity to cyberbullying of the teacher candidates are at a high level. A moderately positive correlation was found between the teacher candidates' digital literacy levels and their sensitivities to cyberbullying. Accordingly, when the digital literacy levels of the participants increase, their sensitivity to cyberbullying is increasing. When the qualitative data were examined, it was observed that teacher candidates were conscious about digital literacy and cyberbullying sensitivity. [ABSTRACT FROM AUTHOR]

Objective: Violence in cyberspace as the use of information and communication tools outside of its purpose is called cyber bullying. Cyber victimization, which is common in middle school and high school years, can cause academic, social, psychological and physiological problems in adolescents. Adult support is crucial in coping with cyberbullying. Especially teachers can have an important role to coping. The coping strategies that will be used by the teachers will be effective in preventing and reducing cyberbullying. This scale was developed to determine the strategies of coping with the cyberbullying faced by teacher's students. Methods: Since the research was a scale development study, the quantitative survey model was used. The main study was conducted on 328 teachers. Two hundred and six participants were female (62,8%), 122 were male (37,2%). Results: The item pool of the scale was created by examining the related literature and similar measurement tools. For the item pool, expert opinions were firstly taken into consideration, the content validity was examined, and necessary corrections were made. Then the pre-pilot study was carried out on 25 teachers and a number of corrections were made as a result of the study. Exploratory factor analysis and confirmatory factor analysis were performed for the validity of the study, and Cronbach alpha internal consistency coefficient for reliability and item total correlation was examined. Discussion: The results of the analyzes revealed that the scale consisted of 18 items and three dimensions. When evaluated in general, it can be said that the measurements made on the scale are valid and reliable. [ABSTRACT FROM AUTHOR]

Objective: Violence in cyberspace as the use of information and communication tools outside of its purpose is called cyber bullying. Cyber victimization, which is common in middle school and high school years, can cause academic, social, psychological and physiological problems in adolescents. Adult support is crucial in coping with cyberbullying. Especially teachers can have an important role to coping. The coping strategies that will be used by the teachers will be effective in preventing and reducing cyberbullying. This scale was developed to determine the strategies of coping with the cyberbullying faced by teacher’s students. Methods: Since the research was a scale development study, the quantitative survey model was used. The main study was conducted on 328 teachers. Two hundred and six participants were female (62,8%), 122 were male (37,2%). Results: The item pool of the scale was created by examining the related literature and similar measurement tools. For the item pool, expert opinions were firstly taken into consideration, the content validity was examined, and necessary corrections were made. Then the pre-pilot study was carried out on 25 teachers and a number of corrections were made as a result of the study. Exploratory factor analysis and confirmatory factor analysis were performed for the validity of the study, and Cronbach alpha internal consistency coefficient for reliability and item total correlation was examined. Discussion: The results of the analyzes revealed that the scale consisted of 18 items and three dimensions. When evaluated in general, it can be said that the measurements made on the scale are valid and reliable. [ABSTRACT FROM AUTHOR]

Cyberbullying, as one of the major problems of the information society, can be described as any message that spreads through digital technologies to embarrass or distress someone. The purpose of this research is to investigate the news framing strategies of the national widespread newspapers in Turkey regarding the issue. By doing so, the construction of social reality about cyberbullying is defined through content analysis. According to the news reviewed as samples, moral panic frame is rarely used; but instead the technical frame which includes details about the problem is preferred by the news media. Besides, the supportive or critical frames which target the existing policies about cyberbullying are also rarely brought to the agenda. According to the news contents, families and educators are kept responsible from cyberbullying incidents rather than the police forces. The findings of this research will contribute to the future communication studies about cyberbullying and also media representation. [ABSTRACT FROM AUTHOR]

Purpose: This study was carried out with the aim of exposure college students levels of cyberbullying, application levels of cyberbullying and determine the relationship between these demographic variables. Procedure: The scope of this study which is having identifier type formed 6,625 student who is teaching at day school at Erzincan University in the spring semester of the 2013-2014 academic year . The selection from the population has not been examined and 1,864 students which are reachable were included in the study. Datas were collected with the questionnaire form and Virtual Bully/Victim Scale by the researchers. The survey forms collected from students installed in the computer with the SPSS 22.0 program and statistical analysis procedures were reviewed. In the analysis of the data, percentage distributions, correlation, Kruskal Wallis, Mann whitney U and Cronbach Alpha analysis tests were used. Findings: Student's exposure to cyberbullying scores was higher than making cyberbullying. It has been found that age and grade variables are effective on exposure to cyberbullying. In addition, it was determined that there is a statistically significant relationship on both exposure to cyberbullying and application of cyberbullying the gender, the level of student achievement, economis status, availability of internet connection at home, the frequently visited place on the internet, anonymous calls and mails, the sending or receiving of messages. Result: It was found that there is cyberbullying not only at the primary stage but also at the college-level students group, exposure to cyberbullying higher than making cyberbullyi ng. [ABSTRACT FROM AUTHOR]

The rapid growth of electronic and computer-based communication and information sharing during the past decade has dramatically changed social interactions, especially among teenagers. Cyberbullying has emerged as a new form of bullying and harassment. The present article is a review of the literature of cyberbullying. Main findings are summarized regarding issues of definition of cyberbullying, its extent, the forms of cyber-bullying, the characteristics of cyberbullies and cybervictims, the effects of cyberbullying on the psychosocial development of youth, age and gender differences of cyberbullying and perceived causes of cyberbullying. Prevention and intervention strategies for school officials and parents are suggested. Healthcare providers, policy makers, and families must be ever-mindful of the grave dangers cyberbullying poses to youths. [ABSTRACT FROM AUTHOR]

The purpose of the present study is to investigate the mediational role of peer perception on the association between school social climate and bullying in school ground and cyberspace. A total of 1263 (48.5 % male, 51.5 % female) secondary and high school students (M = 14.92, SD = 2.06) were included in the sample. Participants were selected from six different cities in Turkey. Adolescents completed self-report questionnaires including Generalized Perception of Peers, Traditional Bullying Inventory, Cyberbullying Inventory and School Social Climate Scale. Our findings indicated that while peer perception fully mediated the relationship between school climate and victimization both at school ground and cyberspace for boys, it fully mediated the relationship between school climate and victimization at school ground but partially mediated the relationship between school climate and victimization at cyberspace for girls. Moreover, peer perception partially mediated the relationship between school climate and bullying both at school ground and cyberspace for girls. But, it partially mediated the relationship between school climate and bullying at school ground for boys. On the other hand, since the relationship between peer perception and bullying at cyberspace was not significant, the mediational role was not tested for boys. The results of the study indicated that peer perception had an important role on the relationship between school climate and bullying. [ABSTRACT FROM AUTHOR]

Çalışmanın temel amacı meslek liseterinde eḡitim görmekte olan öḡrencilerde narsistik kişilik özelliklerinin internet baḡımlılıḡı ve siber zorbalıḡı ne düzeyde yordadıḡını açıḡa çıkarmaktır. Araştırmaya küme örnekleme yolu ile İstanbul İli Anadolu yakasında eḡitim görmekte olan beş yüz sekiz meslek lisesi öḡrencisi (331 erkek- %66.2, 169 Kız %33,8- 8 belirtilmemiş, x̄ =16,24) katılmıştır. Veri toplama aracı olarak ise Atay tarafından uyarlanan Narsistik Kişilik Ölçeḡi, Günüç ve Kayri tarafından geliştirilen İnternet Baḡımlıḡı Ölçeḡi ile Arıcak ve arkadaşları tarafından geliştirilen Siber Zorbalık Ölçeḡi kullanılmıştır. Model, narsisizmin siber zorbalık üzerinde dolaylı bir etkiye sahip olduḡunu göstermiştir. Narsistik bir kişilik özelliḡi olarak "hak iddia etmek", internet baḡımlılıḡındaki "yoksunluḡu" ve "kontrol güçlüḡi"nü; narsistik "üstünlük" özelliḡi ise internet baḡımlılıḡındaki "sosyal izolasyon"u anlamlı düzeyde yordadıḡını görtermektedir. Narsistik "sömürücülük" puanlarının internet baḡımlılıḡı "kontrol güçlüḡü" puanlarını negatif bir etkiyle yordadıḡı görülmektedir. [ABSTRACT FROM AUTHOR]

In this study, the relation between involvement in traditional and cyberbullying and the potential overlap in traditional and cyberbullying among early and middle adolescents were examined. A total of 868 adolescents between the ages of 12 and 18 completed a self-report questionnaire designed to assess; adolescents' usage pattern of information and communication technologies, their experiences for being a bully and a victim both in school and cyber environments on a 4-point Likert type scale (Traditional and Cyberbullying Inventory). Results show that 31.9 % of the adolescents have involved in traditional bullying and 21.7 % of them have involved in cyberbullying. While males are more likely to be cyberbullies than females, gender is not significant for being cyberbullied. Secondary school adolescents are more likely to report being cyberbullied in general. Adolescents' roles in traditional bullying predicted the same role in cyberbullying. It is found that 63 % overlap between bullying in school grounds and cyber environments. There is a significant relationship between the behavior damaging social relations in school grounds and being involved in cyberbullying. [ABSTRACT FROM AUTHOR]

This study aims to explain high school students' perceptions of cyber bullying behaviour. The work group of the study consists of 14 students (10 Male, 4 Female,) who still attend various high schoolsl in Sakarya in 2010- 2011 Education Year. One of qualitative research method "phenomenology method", which is suitable for research's nature,had been used. In the research, in point of structure "standardized open-ended interview", in data analysis a kind of content analysis "categorical analysis" had been used. As a result this study, cyberbullying behavior exhibited by students categorized as cyber verbal language, cyberforgery, and hiding identity. Results of this study indicated that the reasons for cyberbullying includes gaining social popularity, struggling boredom, and making revenge. The findings of this study indicate that students maintain cyberbullying to feel well, empower friendships, and enjoy his time. This study demonstrated that students feel anger, sadness, and revenge when they experience cybervictimization. What are the signs and consequences of cyber bullying, cyber bullying dealing with issues such as families, organize seminars for teachers and students. [ABSTRACT FROM AUTHOR]

This study aims to adapt the Basic Empathy Scale (BES; Jolliffe and Farrington, 2006) and examined the validity and reliability features of it. Translation and back translation of the 20-item scale were made. Items were evaluated by a focus group of 6 students and two experts. Two different groups of participants (ages 13-21) completed the final version of the scale. As a result of confirmatory factor analysis (CFA) with the first group of participants (358) some modifications were made. CFA was repeated with the modified scale on the second group of participants (359) and the fit indices were deemed satisfactory. The significant negative correlations of the scale with the Revised Cyber Bullying Inventory (Topcu and Erdur-Baker, 2010) and Traditional Bullying Questionnaire (Topcu, 2008) provided evidence for the divergent validity of the scale. Cronbach alpha coefficients ranging from .76 to .80 for each scale were observed. Therefore, the psychometric properties of the Turkish version of BES were satisfactory and can be used to measure cognitive and affective empathy levels of Turkish adolescents. [ABSTRACT FROM AUTHOR]