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İlköğretim Öğrencilerinde Zorbalık ve Okul Yaşam Kalitesi

Yıl 2012, Cilt: 11 Sayı: 4, 897 - 914, 26.06.2012

Öz

Bu araştırmada ilköğretim öğrencilerinin zorbalık statüleri (zorba, kurban, zorba/kurban ve karışmayanlar) ve cinsiyetlerine göre okul yaşam kalitesi algıları ele alınmıştır. Ayrıca araştırmada öğrencilerin zorba ve kurban olma eğilimlerinin okul yaşam kalitesinin boyutları tarafından ne düzeyde açıklandığı, cinsiyet farklılıkları da dikkate alınarak incelenmiştir. Araştırmaya 4.- 7. sınıfa devam eden 569 öğrenci (284 kız, 285 erkek) katılmıştır. Veri toplama araçları olarak Zorba ve Kurban Belirleme Ölçeği-Çocuk Formu (Pişkin ve Ayas, 2007) ile Okul Yaşam Kalitesi Ölçeği (Sarı, 2007) kullanılmıştır. Regresyon analizi sonucunda Okul Yaşam Kalitesi Ölçeği alt ölçeklerinden alınan puanların zorba ve kurban olmayı anlamlı düzeyde yordadığı ve regresyon modelinin hem kızlar hem de erkekler için anlamlı olduğu belirlenmiştir

Kaynakça

  • Alaca, F. (2011). İki dilli olan ve olmayan öğrencilerde okul yaşam kalitesi algısı ve okula aidiyet duygusu ilişkisi. Yayınlanmamış yüksek lisans tezi. Çukurova Üniversitesi, Adana.
  • Allen, K. P. (2010). Classroom management, bullying and teacher practices. The Professional Educator, 34 (1), 1- 15.
  • Banks, R. (1997). Bullying in schools. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document Reproduction Service No. ED407154)
  • Bentley, K. M., & Li, A. K. F. (1995). Bully and victim problems in elementary schools and students' beliefs about aggression. Canadian Journal of School Psychology, 11(2), 153-165.
  • Bilgiç, E. & Yurtal, F. (2009). Zorbalık eğilimlerinin sınıf iklimine göre incelenmesi. Eğitimde Kuram ve Uygulama, 5 (2), 180-194.
  • Birnbaum, A. S., Lytle, L. A., Hannan, P. J., Murray, D. M., Perry, C. L., & Forster, J. L. (2003). School functioning and violent behavior among young adolescents: A contextual analysis. Health Education Research, 18(3), 389-403.
  • Borg, M.G. (1998). The emotional reactions of school bullies and their victims. Educational Psychology, 18, 433- 444.
  • Booker, K. C. (2004). Exploring school belonging and academic achievement in African American adolescents. Curriculum and Teaching Dialogue, 6 (2), 131-143.
  • Bourke, S., & Smith, M. (1989). Quality of school life and intentions for further education: The case of rural high school. Paper presented at the Annual Conference of the Australian Association for Research in Education. Adelaide, South Australia.
  • Boulton, M.J. & Underwood, K. (1992). Bully/victim problems among middle school children. British Journal of Educational Psychology, 62, 73-87.
  • Capps, M. A. (2003). Characteristics of a sense of belonging and its relationship to academic achievement of students in selected middle schools in region IV 68 and VI educational service centers. Unpublished doctoral dissertation, A&M University, Texas.
  • Cemalcılar, Z. (2010). Schools as socialisation contexts: Understanding the impact of school climate factors on student’s sense of school belonging. Applied Psychology: An International Review, 59 (2), 243–272
  • Champion, K., Vernberg, E., & Shipman, K. (2003). Nonbullying victims of bullies: Aggression, social skills, and
  • friendship characteristics. Applied Developmental Psychology, 24, 535-551.
  • Craig, W. (2004). Bullying and Fighting. In Willliam Boyce (Ed.) Young people in Canada: Their health and wellbeing (pp. 87-96). Health Canada, HBSC: Health Behaviours in School-Aged Children, a World Health Organization Cross-National Study.
  • Craig, W. M., Pepler, D. J., & Atlas, R. (2000). Observations of bullying on the playground and in the classroom. International Journal of School Psychology, 21, 22-36.
  • Crick, N., Bigbee, M.A. & Howes, C. (1996). Gender differences in children's normative beliefs about aggression: How do I hurt thee? Let me count the ways. Child Development, 67, 1003-1014.
  • Demaray, M.K. & Malecki, C.K. (2003). Perceptions of the frequency and importance of social support by students classified as victims, bullies, and bully/victims in an urban middle school. School Psychology Review, 32, 471-489.
  • Doğanay, A. & Sarı, M. (2006). Öğrencilerin üniversitedeki yaşam kalitesine ilişkin algılarının demokratik yaşam kültürü çerçevesinde değerlendirilmesi (Çukurova Üniversitesi örneği). Türk Eğitim Bilimleri Dergisi, 4 (16), 107-128.
  • Fredericks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, and state of the evidence. Review of Educational Research, 74 (1), 59-109.
  • Frydenberg, E., & Lewis, R (1991). Adolescent coping: The different ways in which boys and girls cope. Journal of Adolescence, 14, 119-133.
  • Genta, M.L., Menesini, E., Fonzi, A., Costabile, A., & Smith, P.K. (1996). Bullies and victims in schools in central and southern Italy. European Journal of Psychology, 11, 97–110.
  • Haapasalo, I., Välimaa, R., & Kannas, L. (2010). How comprehensive school students perceive their psychosocial school environment. Scandinavian Journal of Educational Research, 54 (2), 133–150.
  • Halawah, I. (2005). The relationship between effective communication of high school principal and school climate, Education, 126 (2), 334-345.
  • Halpern, D.F. (1997). Sex differences in intelligence: Implications for education. American Psychologist, 52, 1091- 1102.
  • Hawkins, D. L., Pepler, D. J., & Craig, W. M. (2001). Naturalistic observations of peer interventions in bullying. Social Development, 10, 512–527.
  • Hilooglu, S. & Cenkseven Önder, F. (2010). İlköğretim ikinci kademe öğrencilerinde zorbalığı yordamada sosyal beceri ve yaşam doyumunun rolü. İlköğretim Online, 9(2), 1159-1173.
  • Hortaçsu, N. (1997). İnsan ilişkileri. İstanbul: İmge Kitabevi.
  • Huebner, E. S., Drane, J. W., & Valois, R. F. (2000). Levels of demographic correlates of adolescent life satisfaction reports. School Psychology International, 21, 281–292.
  • Hunt-Sartori, M. A. (2007). The relationships among student membership in groups quality of school life, sense of belongingness and selected performance factors. Unpublished doctoral dissertation, Sam Houston State University, Huntsville Texas.
  • İnal, U. (2009). Adana il sınırları içerisindeki yatılı ilköğretim bölge okullarında bulunan öğretmen ve öğrencilerin okul yaşam kalitesi algılarının incelenmesi. Yayınlanmamış yüksek lisans tezi, Çukurova Üniversitesi, Adana.
  • Johnson, S. L. (2009). Improving the school environment to reduce school violence: A Review of the literature. Journal of School Health, 79 (10), 451- 465.
  • Johnson, W. L. & Johnson, A. M. (1993). Validity of the Quality of School Life Scale: A primary and second-order factor analysis. Educational and Psychological Measurement, 53, 145-153.
  • Juvonen, J. & Graham, S. (2004). Research based interventions on bullying. In Sanders, C. E. & Phye, G. D. (Ed.).
  • Bullying implications for the classroom (pp. 229-255). USA:Elsevier Academic Pres.
  • Juvonen, J., Graham, S., & Schuster, M. A. (2003). Bullying among young adolescents: The strong, the weak, and the troubled. Pediatrics, 112(6), 1231-1237.
  • Karatzias, A., Papadioti-Athanasiou, V., Power, K.G., & Swanson, V. (2001). Quality of school life. A cross-cultural study of Greek and Scottish secondary school pupils. European Journal of Education, 36 (1), 91-105.
  • Karatzias, A., Power, K. G., & Swanson, V. (2002). Bullying and victimization in Scottish secondary schools: Same or separate Entities? Aggressive Behavior, 28, 45–61.
  • Kartal, H. (2009). The ratio of bullying and victimization among Turkish elementary school students and its relationship to gender and grade level. Social Science, 20(2), 109-119.
  • Kartal, H. & Bilgin, A. (2008). Öğrenci, veli ve öğretmen gözüyle ilköğretim okullarından yaşanan zorbalık. İlköğretim Online, 7(2), 485-495.
  • Kutlu, F. (2005). The effect of bullying management training on bullying behaviors of elementary school students. Yayımlanmamış doktora tezi. Orta Doğu Teknik Üniversitesi, Ankara.
  • Lagerspetz, K.M., Bjorqvist, K., & Peltonen, T. (1988). Is indirect aggression more typical of females? Gender differences in aggressiveness in 11 and 12-year old children. Aggressive Behavior, 14, 403-414.
  • Leonard, C. A. R. (2002). Quality of school life and attendance in primary schools. Unpublished doctoral dissertation, University of Newcastle, Australia.
  • Majeed, A., Fraser, B. J., & Aldridge, J. M. (2002). Learning environment and its association with students satisfaction among mathematics students in Brunei Darussalam. Learning Environments Research, 5, 203- 226.
  • Marks, G. N. (1998). Attitudes to school life: Their influences and their effects on achievement and leaving school. Australian Council for Educational Research Ltd.
  • Mcneely, A. C., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting school connectedness: evidence from the national longitudinal study of adolescent health. Journal of School Health, 72 (4), 138-146.
  • Mok, M. M. C., & Flyyn, M. (2002). Determinants of students’ quality of school life: A path model. Learning Environments Research, 5, 275-300
  • Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B. & Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Journal of American Medical Association, 285, 2094-2100.
  • Nickerson, A. B., & Nagle, R. (2004). The influence of parent and peer attachments on life satisfaction in middle childhood and early adolescence. Social Indicators Research, 66, 35–60.
  • Oliver, R., Hoover, J. H., & Hazler, R. (1994). The perceived roles of bullying in small-town midwestern schools. Journal of Counseling and Development, 72, 416-420.
  • Olweus, D. (1995). Bullying or peer abuse at school: Facts and intervention. Current Directions Psychological Science, 4(6), 196-200.
  • Olweus, D. (2005). Bullying at school. Australia, Oxford: Blackwell.
  • Osterman, F. K. (2000). Students' need for belonging in the school community. Revıew of Educational Research, 70 (3), 323-367.
  • Page, R. M. & Page, S. T. (2003). Fostering emotional well-being in the classroom. Massachusetts: Jones & Barlett Publishers.
  • Pang, N. S. K. (1999). Students’ quality of school life in Band 5 schools. Asian Journal of Counseling, 6(1), 79-106.
  • Pateraki, L., & Houndoumadi, A. (2001). Bullying and bullies in Greek elementary schools: Pupils’ attitudes and teachers’/parents’ awareness. Educational Review, 53 (8), 19-26.
  • Pekel, N. (2004). Akran zorbalığı grupları arasında sosyometrik başarı durumlarının incelenmesi. Yüksek lisans tezi. Hacettepe Üniversitesi. Ankara.
  • Pekel-Uludağlı, N. & Uçanok, Z. (2005). Akran zorbalığı gruplarında yalnızlık ve akademik başarı ile sosyometrik statüye göre zorba/kurban davranışı türleri. Türk Psikoloji Dergisi, 20 (56), 77-92.
  • Perdue, N. H., Manzeske, D. P., & Estell, D.P. (2009). Early predictors of school engagement: Exploring the role of peer relationships. Psychology in the Schools, 46(10), 1084-1097.
  • Pereira, B., Mendonça, D., Neto, C, Valente, L., & Smith, P.K. (2004). Bullying in Portuguese schools. School Psychology International, 25 (2), 241-254.
  • Pişkin, M. (2010). Examination of peer bullying among primary and middle school children in Ankara. Eğitim ve Bilim, 35(156),175-189.
  • Pişkin, M. & Ayas, T. (2007, Eylül). Akran Zorbalığı Belirleme Ölçeği Çocuk Formu’nun geliştirilmesi. XVI. Eğitim Bilimleri Kongresi’nde sözlü bildiri, Gaziosmanpaşa Üniversitesi, Tokat.
  • Rigby, K. (2002). New Perspectiveson Bullying. London: Jesica Kingsley.
  • Rigby, K. (2004). Addressing bullying in schools: Theoretical perspectives and their implications. School Psychology International, 25(3), 287–300.
  • Rivers, I. & Smith., P.K. (1994). Types of bullying behaviour and their correlates. Aggressive Behavior, 20, 359-368.
  • Sarı, M. (2007). Demokratik değerlerin kazanımı sürecinde örtük program: Düşük ve yüksek okul yaşam kalitesine sahip iki ilköğretim okulunda nitel bir çalışma. Yayınlanmamış doktora tezi. Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü, Adana.
  • Schwartz, D. (2000). Subtypes of victims and aggressors in children’s peer groups. Journal of Abnormal Child Psychology, 28, 181-192.
  • Sharp, S. & Smith, P.K. (1991). Bullying in UK schools: The DES Sheffield Bullying Project. Early Childhood Development and Care, 77, 47-55.
  • Smith, P. K., Talamelli, L., Cowie, H., Naylor, P., & Chauhan, P. (2004). Profiles of non-victims, escaped victims,
  • contiunuing victims and new victims of school bullying. British Journal of Educational Psychology, 74, 565- 581.
  • Sutton, J., & Smith, P. K. (1999). Bullying as a group process: An adaptation of the participant role scale approach. Aggressive Behaviour, 25, 97–111.
  • Şahin, M. & Özbay, Y. (1999). Üniversite öğrencilerinin empatik sınıf atmosferine ilişkin algılamalarının farklı
  • değişkenler açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 15, 74 -83.
  • Tangen, R. (2009). Conceptualizing quality of school life from pupils' perspectives: A four dimensional model. International Journal of Inclusive Education, 13(8), 829-844.
  • Totan, T. (2008). Ergenlerde zorbalığın anne, baba ve akran ilişkileri açısından incelenmesi. Yüksek lisans tezi. Abant İzzet Baysal Üniversitesi. Sosyal Bilimler Enstitüsü. Bolu.
  • Urbanski, J. (2007). The relationship between school connectedness and bullying victimization in secondary students. Unpublished doctoral dissertation, University of South Florida Department of Educational Leadership.
  • Ün-Açıkgöz, K. ,Özkal, N., & Güngör-Kılıç, A. (2003). Öğretmen adaylarının sınıf atmosferine ilişkin algıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 25, 1–7.
  • Verkuyten, M., & Thijs, J. (2002). School satisfaction of elementary school children: The role of performance, peer relations, ethnicity and gender. Social Indicators Research, 59, 203–228.
  • Yurtal, F. & Cenkseven, F. (2007). İlköğretim okullarında zorbalığın yaygınlığı ve doğası. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(28), 1-13.

Bullying and Quality of School Life among Elementary School Students

Yıl 2012, Cilt: 11 Sayı: 4, 897 - 914, 26.06.2012

Öz

The aim of this study is to determine the role of quality of school life in predicting participation in
bullying and victimization. In addition, students’ perceptions of quality of school life were investigated in terms of
their bullying status (bully, victim, bully/victim, not involved) and gender. The sample consisted of 569 participants
(284 girls and 285 boys) recruited from 4th, 5th
, 6
th and 7th grades. Child Form of Bully and Victim Determination
Scale (Pişkin and Ayas, 2007) and Quality of School Life Scale (Sarı, 2007) were used as data collection tools.
Results of regression analysis showed that the sub-scales of the Quality of School Life Scale predicted students’
bullying and victimization levels significantly and the regression model is significant for both female and male
students.

Kaynakça

  • Alaca, F. (2011). İki dilli olan ve olmayan öğrencilerde okul yaşam kalitesi algısı ve okula aidiyet duygusu ilişkisi. Yayınlanmamış yüksek lisans tezi. Çukurova Üniversitesi, Adana.
  • Allen, K. P. (2010). Classroom management, bullying and teacher practices. The Professional Educator, 34 (1), 1- 15.
  • Banks, R. (1997). Bullying in schools. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document Reproduction Service No. ED407154)
  • Bentley, K. M., & Li, A. K. F. (1995). Bully and victim problems in elementary schools and students' beliefs about aggression. Canadian Journal of School Psychology, 11(2), 153-165.
  • Bilgiç, E. & Yurtal, F. (2009). Zorbalık eğilimlerinin sınıf iklimine göre incelenmesi. Eğitimde Kuram ve Uygulama, 5 (2), 180-194.
  • Birnbaum, A. S., Lytle, L. A., Hannan, P. J., Murray, D. M., Perry, C. L., & Forster, J. L. (2003). School functioning and violent behavior among young adolescents: A contextual analysis. Health Education Research, 18(3), 389-403.
  • Borg, M.G. (1998). The emotional reactions of school bullies and their victims. Educational Psychology, 18, 433- 444.
  • Booker, K. C. (2004). Exploring school belonging and academic achievement in African American adolescents. Curriculum and Teaching Dialogue, 6 (2), 131-143.
  • Bourke, S., & Smith, M. (1989). Quality of school life and intentions for further education: The case of rural high school. Paper presented at the Annual Conference of the Australian Association for Research in Education. Adelaide, South Australia.
  • Boulton, M.J. & Underwood, K. (1992). Bully/victim problems among middle school children. British Journal of Educational Psychology, 62, 73-87.
  • Capps, M. A. (2003). Characteristics of a sense of belonging and its relationship to academic achievement of students in selected middle schools in region IV 68 and VI educational service centers. Unpublished doctoral dissertation, A&M University, Texas.
  • Cemalcılar, Z. (2010). Schools as socialisation contexts: Understanding the impact of school climate factors on student’s sense of school belonging. Applied Psychology: An International Review, 59 (2), 243–272
  • Champion, K., Vernberg, E., & Shipman, K. (2003). Nonbullying victims of bullies: Aggression, social skills, and
  • friendship characteristics. Applied Developmental Psychology, 24, 535-551.
  • Craig, W. (2004). Bullying and Fighting. In Willliam Boyce (Ed.) Young people in Canada: Their health and wellbeing (pp. 87-96). Health Canada, HBSC: Health Behaviours in School-Aged Children, a World Health Organization Cross-National Study.
  • Craig, W. M., Pepler, D. J., & Atlas, R. (2000). Observations of bullying on the playground and in the classroom. International Journal of School Psychology, 21, 22-36.
  • Crick, N., Bigbee, M.A. & Howes, C. (1996). Gender differences in children's normative beliefs about aggression: How do I hurt thee? Let me count the ways. Child Development, 67, 1003-1014.
  • Demaray, M.K. & Malecki, C.K. (2003). Perceptions of the frequency and importance of social support by students classified as victims, bullies, and bully/victims in an urban middle school. School Psychology Review, 32, 471-489.
  • Doğanay, A. & Sarı, M. (2006). Öğrencilerin üniversitedeki yaşam kalitesine ilişkin algılarının demokratik yaşam kültürü çerçevesinde değerlendirilmesi (Çukurova Üniversitesi örneği). Türk Eğitim Bilimleri Dergisi, 4 (16), 107-128.
  • Fredericks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, and state of the evidence. Review of Educational Research, 74 (1), 59-109.
  • Frydenberg, E., & Lewis, R (1991). Adolescent coping: The different ways in which boys and girls cope. Journal of Adolescence, 14, 119-133.
  • Genta, M.L., Menesini, E., Fonzi, A., Costabile, A., & Smith, P.K. (1996). Bullies and victims in schools in central and southern Italy. European Journal of Psychology, 11, 97–110.
  • Haapasalo, I., Välimaa, R., & Kannas, L. (2010). How comprehensive school students perceive their psychosocial school environment. Scandinavian Journal of Educational Research, 54 (2), 133–150.
  • Halawah, I. (2005). The relationship between effective communication of high school principal and school climate, Education, 126 (2), 334-345.
  • Halpern, D.F. (1997). Sex differences in intelligence: Implications for education. American Psychologist, 52, 1091- 1102.
  • Hawkins, D. L., Pepler, D. J., & Craig, W. M. (2001). Naturalistic observations of peer interventions in bullying. Social Development, 10, 512–527.
  • Hilooglu, S. & Cenkseven Önder, F. (2010). İlköğretim ikinci kademe öğrencilerinde zorbalığı yordamada sosyal beceri ve yaşam doyumunun rolü. İlköğretim Online, 9(2), 1159-1173.
  • Hortaçsu, N. (1997). İnsan ilişkileri. İstanbul: İmge Kitabevi.
  • Huebner, E. S., Drane, J. W., & Valois, R. F. (2000). Levels of demographic correlates of adolescent life satisfaction reports. School Psychology International, 21, 281–292.
  • Hunt-Sartori, M. A. (2007). The relationships among student membership in groups quality of school life, sense of belongingness and selected performance factors. Unpublished doctoral dissertation, Sam Houston State University, Huntsville Texas.
  • İnal, U. (2009). Adana il sınırları içerisindeki yatılı ilköğretim bölge okullarında bulunan öğretmen ve öğrencilerin okul yaşam kalitesi algılarının incelenmesi. Yayınlanmamış yüksek lisans tezi, Çukurova Üniversitesi, Adana.
  • Johnson, S. L. (2009). Improving the school environment to reduce school violence: A Review of the literature. Journal of School Health, 79 (10), 451- 465.
  • Johnson, W. L. & Johnson, A. M. (1993). Validity of the Quality of School Life Scale: A primary and second-order factor analysis. Educational and Psychological Measurement, 53, 145-153.
  • Juvonen, J. & Graham, S. (2004). Research based interventions on bullying. In Sanders, C. E. & Phye, G. D. (Ed.).
  • Bullying implications for the classroom (pp. 229-255). USA:Elsevier Academic Pres.
  • Juvonen, J., Graham, S., & Schuster, M. A. (2003). Bullying among young adolescents: The strong, the weak, and the troubled. Pediatrics, 112(6), 1231-1237.
  • Karatzias, A., Papadioti-Athanasiou, V., Power, K.G., & Swanson, V. (2001). Quality of school life. A cross-cultural study of Greek and Scottish secondary school pupils. European Journal of Education, 36 (1), 91-105.
  • Karatzias, A., Power, K. G., & Swanson, V. (2002). Bullying and victimization in Scottish secondary schools: Same or separate Entities? Aggressive Behavior, 28, 45–61.
  • Kartal, H. (2009). The ratio of bullying and victimization among Turkish elementary school students and its relationship to gender and grade level. Social Science, 20(2), 109-119.
  • Kartal, H. & Bilgin, A. (2008). Öğrenci, veli ve öğretmen gözüyle ilköğretim okullarından yaşanan zorbalık. İlköğretim Online, 7(2), 485-495.
  • Kutlu, F. (2005). The effect of bullying management training on bullying behaviors of elementary school students. Yayımlanmamış doktora tezi. Orta Doğu Teknik Üniversitesi, Ankara.
  • Lagerspetz, K.M., Bjorqvist, K., & Peltonen, T. (1988). Is indirect aggression more typical of females? Gender differences in aggressiveness in 11 and 12-year old children. Aggressive Behavior, 14, 403-414.
  • Leonard, C. A. R. (2002). Quality of school life and attendance in primary schools. Unpublished doctoral dissertation, University of Newcastle, Australia.
  • Majeed, A., Fraser, B. J., & Aldridge, J. M. (2002). Learning environment and its association with students satisfaction among mathematics students in Brunei Darussalam. Learning Environments Research, 5, 203- 226.
  • Marks, G. N. (1998). Attitudes to school life: Their influences and their effects on achievement and leaving school. Australian Council for Educational Research Ltd.
  • Mcneely, A. C., Nonnemaker, J. M., & Blum, R. W. (2002). Promoting school connectedness: evidence from the national longitudinal study of adolescent health. Journal of School Health, 72 (4), 138-146.
  • Mok, M. M. C., & Flyyn, M. (2002). Determinants of students’ quality of school life: A path model. Learning Environments Research, 5, 275-300
  • Nansel, T.R., Overpeck, M., Pilla, R.S., Ruan, W.J., Simons-Morton, B. & Scheidt, P. (2001). Bullying behaviors among US youth: Prevalence and association with psychosocial adjustment. Journal of American Medical Association, 285, 2094-2100.
  • Nickerson, A. B., & Nagle, R. (2004). The influence of parent and peer attachments on life satisfaction in middle childhood and early adolescence. Social Indicators Research, 66, 35–60.
  • Oliver, R., Hoover, J. H., & Hazler, R. (1994). The perceived roles of bullying in small-town midwestern schools. Journal of Counseling and Development, 72, 416-420.
  • Olweus, D. (1995). Bullying or peer abuse at school: Facts and intervention. Current Directions Psychological Science, 4(6), 196-200.
  • Olweus, D. (2005). Bullying at school. Australia, Oxford: Blackwell.
  • Osterman, F. K. (2000). Students' need for belonging in the school community. Revıew of Educational Research, 70 (3), 323-367.
  • Page, R. M. & Page, S. T. (2003). Fostering emotional well-being in the classroom. Massachusetts: Jones & Barlett Publishers.
  • Pang, N. S. K. (1999). Students’ quality of school life in Band 5 schools. Asian Journal of Counseling, 6(1), 79-106.
  • Pateraki, L., & Houndoumadi, A. (2001). Bullying and bullies in Greek elementary schools: Pupils’ attitudes and teachers’/parents’ awareness. Educational Review, 53 (8), 19-26.
  • Pekel, N. (2004). Akran zorbalığı grupları arasında sosyometrik başarı durumlarının incelenmesi. Yüksek lisans tezi. Hacettepe Üniversitesi. Ankara.
  • Pekel-Uludağlı, N. & Uçanok, Z. (2005). Akran zorbalığı gruplarında yalnızlık ve akademik başarı ile sosyometrik statüye göre zorba/kurban davranışı türleri. Türk Psikoloji Dergisi, 20 (56), 77-92.
  • Perdue, N. H., Manzeske, D. P., & Estell, D.P. (2009). Early predictors of school engagement: Exploring the role of peer relationships. Psychology in the Schools, 46(10), 1084-1097.
  • Pereira, B., Mendonça, D., Neto, C, Valente, L., & Smith, P.K. (2004). Bullying in Portuguese schools. School Psychology International, 25 (2), 241-254.
  • Pişkin, M. (2010). Examination of peer bullying among primary and middle school children in Ankara. Eğitim ve Bilim, 35(156),175-189.
  • Pişkin, M. & Ayas, T. (2007, Eylül). Akran Zorbalığı Belirleme Ölçeği Çocuk Formu’nun geliştirilmesi. XVI. Eğitim Bilimleri Kongresi’nde sözlü bildiri, Gaziosmanpaşa Üniversitesi, Tokat.
  • Rigby, K. (2002). New Perspectiveson Bullying. London: Jesica Kingsley.
  • Rigby, K. (2004). Addressing bullying in schools: Theoretical perspectives and their implications. School Psychology International, 25(3), 287–300.
  • Rivers, I. & Smith., P.K. (1994). Types of bullying behaviour and their correlates. Aggressive Behavior, 20, 359-368.
  • Sarı, M. (2007). Demokratik değerlerin kazanımı sürecinde örtük program: Düşük ve yüksek okul yaşam kalitesine sahip iki ilköğretim okulunda nitel bir çalışma. Yayınlanmamış doktora tezi. Çukurova Üniversitesi, Sosyal Bilimler Enstitüsü, Adana.
  • Schwartz, D. (2000). Subtypes of victims and aggressors in children’s peer groups. Journal of Abnormal Child Psychology, 28, 181-192.
  • Sharp, S. & Smith, P.K. (1991). Bullying in UK schools: The DES Sheffield Bullying Project. Early Childhood Development and Care, 77, 47-55.
  • Smith, P. K., Talamelli, L., Cowie, H., Naylor, P., & Chauhan, P. (2004). Profiles of non-victims, escaped victims,
  • contiunuing victims and new victims of school bullying. British Journal of Educational Psychology, 74, 565- 581.
  • Sutton, J., & Smith, P. K. (1999). Bullying as a group process: An adaptation of the participant role scale approach. Aggressive Behaviour, 25, 97–111.
  • Şahin, M. & Özbay, Y. (1999). Üniversite öğrencilerinin empatik sınıf atmosferine ilişkin algılamalarının farklı
  • değişkenler açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 15, 74 -83.
  • Tangen, R. (2009). Conceptualizing quality of school life from pupils' perspectives: A four dimensional model. International Journal of Inclusive Education, 13(8), 829-844.
  • Totan, T. (2008). Ergenlerde zorbalığın anne, baba ve akran ilişkileri açısından incelenmesi. Yüksek lisans tezi. Abant İzzet Baysal Üniversitesi. Sosyal Bilimler Enstitüsü. Bolu.
  • Urbanski, J. (2007). The relationship between school connectedness and bullying victimization in secondary students. Unpublished doctoral dissertation, University of South Florida Department of Educational Leadership.
  • Ün-Açıkgöz, K. ,Özkal, N., & Güngör-Kılıç, A. (2003). Öğretmen adaylarının sınıf atmosferine ilişkin algıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 25, 1–7.
  • Verkuyten, M., & Thijs, J. (2002). School satisfaction of elementary school children: The role of performance, peer relations, ethnicity and gender. Social Indicators Research, 59, 203–228.
  • Yurtal, F. & Cenkseven, F. (2007). İlköğretim okullarında zorbalığın yaygınlığı ve doğası. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(28), 1-13.
Toplam 79 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Fulya Cenkseven Önder

Mediha Sarı

Yayımlanma Tarihi 26 Haziran 2012
Yayımlandığı Sayı Yıl 2012 Cilt: 11 Sayı: 4

Kaynak Göster

APA Önder, F. C., & Sarı, M. (2012). İlköğretim Öğrencilerinde Zorbalık ve Okul Yaşam Kalitesi. İlköğretim Online, 11(4), 897-914.
AMA Önder FC, Sarı M. İlköğretim Öğrencilerinde Zorbalık ve Okul Yaşam Kalitesi. İOO. Aralık 2012;11(4):897-914.
Chicago Önder, Fulya Cenkseven, ve Mediha Sarı. “İlköğretim Öğrencilerinde Zorbalık Ve Okul Yaşam Kalitesi”. İlköğretim Online 11, sy. 4 (Aralık 2012): 897-914.
EndNote Önder FC, Sarı M (01 Aralık 2012) İlköğretim Öğrencilerinde Zorbalık ve Okul Yaşam Kalitesi. İlköğretim Online 11 4 897–914.
IEEE F. C. Önder ve M. Sarı, “İlköğretim Öğrencilerinde Zorbalık ve Okul Yaşam Kalitesi”, İOO, c. 11, sy. 4, ss. 897–914, 2012.
ISNAD Önder, Fulya Cenkseven - Sarı, Mediha. “İlköğretim Öğrencilerinde Zorbalık Ve Okul Yaşam Kalitesi”. İlköğretim Online 11/4 (Aralık 2012), 897-914.
JAMA Önder FC, Sarı M. İlköğretim Öğrencilerinde Zorbalık ve Okul Yaşam Kalitesi. İOO. 2012;11:897–914.
MLA Önder, Fulya Cenkseven ve Mediha Sarı. “İlköğretim Öğrencilerinde Zorbalık Ve Okul Yaşam Kalitesi”. İlköğretim Online, c. 11, sy. 4, 2012, ss. 897-14.
Vancouver Önder FC, Sarı M. İlköğretim Öğrencilerinde Zorbalık ve Okul Yaşam Kalitesi. İOO. 2012;11(4):897-914.