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Objective: The aim of this study is to determine the prevalence of cyber victimization among high school students, to examine some possibly related variables and to evaluate the relation with level of self-esteem in Sivrihisar district of Eskişehir. Methods: This is a cross-sectional study conducted between May-June 2018. The study group consisted of 712 students. The questionnaire used in the study includes The Revised Cyber Bullying Inventory-II and Rosenberg Self-Esteem Scale. Chi-square test, Mann Whitney U test and Logistic Regression Analysis were performed to analyze the data. It was considered significant if p≤0.05. Results: The 60.1% of the students were female, and the mean value of ages was 16.3±1.2 in years (ranged 13-20). The prevalence of cyber victimization was 51.3% (n=365). When compared to other groups in same subtitle, the risk of being cyber victim was 1.66 times higher in the 9th and 10th grades (CI: 1.20-2.30), 4.56 times higher in individuals with poor family income (CI: 1.18-17.64), 1.53 times in the middle ones (CI: 1.10-2.16), 3.15 times in individuals with social media accounts (CI: 1.00-9.85), and 2.80 times higher in individuals having problems with anyone on the internet (CI: 1.96-4.02). Rosenberg Self-Esteem Scale scores were higher in cyber victims (p=0.027). Conclusions: It was concluded that cyber victimization is an important problem among high school students in Sivrihisar, and cyber victimization is observed higher in the group with low self-esteem. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]