SavedAdd your journal

Journals / Türk Eğitim Bilimleri Dergisi / 2026 / Cilt: 24 Sayı: 1

Are Students Who Are Cyber-Aggressive and Highly Sensitive to Punishment at Risk of School Burnout?

Siber Saldırgan ve Ceza Hassasiyeti Yüksek Öğrenciler Okul Tükenmişliği Riski Altında Mı?

Ayse Aypay(ESKİŞEHİR OSMANGAZİ ÜNİVERSİTESİ)0000-0001-5292-4270
Fatma Altınsoy(ESKİŞEHİR OSMANGAZİ ÜNİVERSİTESİ)0000-0003-4910-2510
Pages
250–274
Publication Date
2026-04-29
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

It was found that the control-enthusiastic sub-dimension of cyber-aggression and the punishment sensitivity sub-dimensions of the punishment ıntimidation and negative attitude towards punishment contexts predicted school burnout positively and significantly.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this study is to examine whether secondary school students' cyber aggression and punishment sensitivity are significant predictors of school burnout.
📊
Key Findings & Data:Within the scope of the study, Confirmatory Factor Analysis was conducted for the adaptation of the Cyber Aggression Typology Scale to Turkish culture, and the analysis was conducted on the data of 227 participants.
💡
Conclusion & Impact:It was found that the control-enthusiastic sub-dimension of cyber-aggression and the punishment sensitivity sub-dimensions of the punishment ıntimidation and negative attitude towards punishment contexts predicted school burnout positively and significantly.
🔬Design:Araştırma Makalesi
📍Scope:Comprehensive Sample
⚙️Variables:Okul tükenmişliği · Ceza hassasiyeti · Siber saldırganlık

Abstract

The purpose of this study is to examine whether secondary school students' cyber aggression and punishment sensitivity are significant predictors of school burnout. The second objective of the research is to adapt the Cyber Aggression Typology Scale to Turkish culture. The study was conducted within the framework of quantitative research design. Within the scope of the study, Confirmatory Factor Analysis was conducted for the adaptation of the Cyber Aggression Typology Scale to Turkish culture, and the analysis was conducted on the data of 227 participants. In order to examine the relationships between the relevant variables, the data of 167 participants obtained from a different sample group were used. The research was conducted on secondary school students aged between 10 and 14 years. The data collected using the Cyber Aggression Typology Scale, the School Burnout Scale for Secondary School Students, and the Sensitivity to Punishment in Academic Context Scale for Secondary School Students were evaluated using Multiple Linear Regression Analysis. It was found that the control-enthusiastic sub-dimension of cyber-aggression and the punishment sensitivity sub-dimensions of the punishment ıntimidation and negative attitude towards punishment contexts predicted school burnout positively and significantly. The findings were discussed in line with the literature, and some suggestions were presented.

Özet

Bu araştırmanın amacı, ortaokul öğrencilerinin siber saldırganlık ve ceza hassasiyetinin okul tükenmişliğinin anlamlı bir yordayıcısı olup olmadığını incelemektir. Araştırmanın ikinci amacı ise Siber Saldırganlık Tipolojisi Ölçeği’nin Türk kültürüne uyarlanmasıdır. Araştırma, nicel araştırma deseni çerçevesinde yürütülmüştür. Çalışma kapsamında, Siber Saldırganlık Tipolojisi Ölçeği’nin Türk kültürüne uyarlanmasına yönelik Doğrulayıcı Faktör Analizi gerçekleştirilmiş ve analiz 227 katılımcının verileri üzerinden yapılmıştır. İlgili değişkenler arasındaki ilişkileri incelemek amacıyla farklı bir örneklem grubundan elde edilen 167 katılımcının verileri kullanılmıştır. Araştırma yaşları 10-14 aralığında olan ortaokul öğrencileri üzerinde gerçekleştirilmiştir. Siber Saldırganlık Tipolojisi Ölçeği, İlköğretim II. Kademe Öğrencileri için Okul Tükenmişliği Ölçeği ve Ortaokul Öğrencileri için Akademik Bağlamda Ceza Hassasiyeti Ölçeği aracılığıyla toplanan veriler, Çoklu Doğrusal Regresyon Analizi tekniği kullanılarak değerlendirilmiştir. Siber saldırganlığın kontrol-iştahlı alt boyutu ile ceza hassasiyetinin ise cezadan ötürü ketlenme ve ceza bağlamlarına karşı olumsuz tutum alt boyutlarının okul tükenmişliğini pozitif yönde anlamlı düzeyde yordadığı tespit edilmiştir. Bulgular alanyazın doğrultusunda tartışılmış ve bazı öneriler sunulmuştur.

🔖

Cite This Article

Aypay, A., Altınsoy, F. (2026). Are Students Who Are Cyber-Aggressive and Highly Sensitive to Punishment at Risk of School Burnout?. Türk Eğitim Bilimleri Dergisi, Cilt: 24 Sayı: 1, 250–274. https://doi.org/10.37217/tebd.1697188

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (54)

  1. Anyaegbunam, M. C., Anazonwu, C. O., Obi-Nwosu, H. O., Nwafor, C. E., & Obidigbo, G. C. E. (2024). Religiosity and ethnocentrism as predictors of cyber-aggression among undergraduates in Southeast Nigeria. Nigerian Journal of Social Psychology, 7(2), 336-351.
  2. Antipina, S. S. & Miklyaeva, A. V. (2021). Relationship among the tendency to cyber-aggression, aggressiveness, and empathy in adolescence. Social Psychology, 18(2), 94-108. https://doi.org/10.21702/rpj.2021.2.6
  3. Aparisi, D., Delgado, B., Bo, R. M., & Martínez-Monteagudo, M. C. (2021). Relationship between cyberbullying, motivation and learning strategies, academic performance, and the ability to adapt to university. International Journal of Environmental Research and Public Health, 18(20), 10646. https://doi.org/10.3390/ijerph182010646
  4. Aprillia, M. D. (2024). Adaptasi cyber-aggression typology questionnaire (CATQ) ke dalam bahasa Indonesia. Acta Psychologia, 6(1), 14-26. https://doi.org/10.21831/ap.v6i1.72160
  5. Aypay, A. (2011). İlköğretim II. kademe öğrencileri için okul tükenmişliği ölçeği: Geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 11(2), 511-527.
  6. Aypay, A. (2015a). Sensitivity to punishment in the academic context: It’s relationship with locus of control, gender and grade level. Eğitimde Kuram ve Uygulama, 11(4), 1475-1495.
  7. Aypay, A. (2015b). Ceza hassasiyeti okul tükenmişliğine götürürken, okul sevgisi ceza hassasiyetini artırır mı? 2. Uluslararası Avrasya Eğitim Araştırmaları Kongresi’nde sunulmuş bildiri, Haziran, Hacettepe Üniversitesi, Ankara.
  8. Aypay, A. (2017). Lisede okul tükenmişliğinin akademik bağlamda ödül bağımlılığı ile yordanması. Sakarya University Journal of Education, 7(1), 8-19.
  9. Aypay, A. (2018a). Ortaokulda ödül bağımlılığı-ceza hassasiyeti ve ödül bağımlılığı-okul tükenmişliği arasındaki yordayıcı ilişkiler. Eğitim ve Bilim, 43(194), 43-59. https://doi.org/10.15390/EB.2018.6909 Aypay, A. (2018b). The relationship between punishment sensitivity to affection to school and school burnout. Kuram ve Uygulamada Eğitim Yönetimi, 24(2), 221-246. https://doi.org/10.14527/kuey.2018.006
  10. Aypay, A. (2018c). Is reward a punishment? From reward addiction to sensitivity to punishment. International Journal of Psychology and Educational Studies, 5(2), 1-11. https://doi.org/10.17220/ijpes.2018.02.001
  11. Aypay, A. & Altınsoy, F. (2023). Aileden kaynaklı tükenmişlikte akademik bağlama yönelik ebeveyn tutumları, ödül bağımlılığı ve ceza hassasiyeti. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 25(4), 587-600. https://doi.org/10.17556/erziefd.1290287
  12. Bask, M. & Salmela-Aro, K. (2012). Burned out to drop out: Exploring the relationship between school burnout and school dropout. European Journal of Psychology of Education, 28(2), 511-528. https://doi.org/10.1007/s10212-012-0126-5
  13. Büyüköztürk, Ş. (2014). Sosyal bilimler için veri analizi el kitabı (19. b.). Pegem.
  14. Christensen, L. B., Johnson, R. B., & Turner, L. A. (2015). Araştırma yöntemleri: Desen ve analiz (A. Aypay, Çev. Ed.). Anı.
  15. Corcoran, L., Mc Guckin, C., & Prentice, G. (2015). Cyberbullying or cyber aggression? A review of existing definitions of cyber-based peer-to-peer aggression. Societies, 5(2), 245-255. https://doi.org/10.3390/soc5020245
  16. Curren, R. (2020). Punishment and motivation in a just school community. Theory and Research in Education, 18(1), 117-133. https://doi.org/10.1177/1477878520916089
  17. Deniz, L. & Karbeyaz, A. S. (2018). Mesleki ve teknik Anadolu lisesi öğrencilerinde okul tükenmişliği. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 8(4), 735-755. https://doi.org/10.24315/trkefd.340592
  18. Delgado, M. R., Locke, H. M., Stenger, V. A. & Fiez, J. A. (2003). Dorsal striatum responses to reward and punishment: effects of valence and magnitude manipulations. Cognitive, Afective, & Behavioral Neuroscience, 3(1), 27-38. https://doi.org/10.3758/CABN.3.1.27
  19. DeVellis, R. F. (2016). Scale development: Theory and applications (c. 26). Sage.
  20. Ferreira, P. D. C., Barros, A., Pereira, N., Marques-Pinto, A., & Veiga-Simão, A. M. (2021). How presenteeism shaped teacher burnout in cyberbullying among students during the Covid-19 pandemic. Frontiers in Psychology, 12, 745252.
  21. Gelmez, Ö. S. Ö. (2020). Ortaokul öğrencilerinin siber zorbalığa ilişkin duyarlılıklarının incelenmesi. Gençlik Araştırmaları Dergisi, 8[Özel Sayı], 75-95.
  22. Gohal, G., Alqassim, A., Eltyeb, E., Rayyani, A., Hakami, B., Faqih, A., Qadri, A., & Mahfouz, M. (2023). Prevalence and related risks of cyberbullyingand its effects on adolescent. BMC Psychiatry, 23, 39. https://doi.org/10.1186/s12888-023-04542-0
  23. Golden, S. A., Heins, C., Venniro, M., Caprioli, D., Zhang, M., Epstein, D. H., & Shaham, Y. (2017). Compulsive addiction-like aggressive behavior in mice. Biological Psychiatry, 82(4), 239-248. https://doi.org/10.1016/j.biopsych.2017.03.004
  24. Gönen, M. & Korkmaz, Ö. (2024). Ortaokul öğrencilerinin dijital okuryazarlıkları, dijital ortamda ahlaki değerlere dönük algıları ve siber zorbalık düzeyleri. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 20(3), 407-426. https://doi.org/10.17860/mersinefd.1464688
  25. Grigg, D. W. (2010). Cyber-aggression: Definition and concept of cyberbullying. Journal of Psychologists and Counsellors in Schools, 20(2), 143-156. https://doi.org/10.1375/ajgc.20.2.143
  26. Graf, D., Yanagida, T., Maschler, A., & Spiel, C. (2020). A tool for investigating the differential functions of aggressive behavior in the face‐to‐face and cyber context: Extending the Cyber‐Aggression Typology Questionnaire. Aggressive Behavior, 46(5), 380-390. https://doi.org/10.1002/ab.21894
  27. Guo, Y., Cai, S., & Liang, F. (2024). The prevalence of cyberbullying and the association between cyberbullying emotional exhaustion and perception of collective efficacy among Chinese college students. Journal of Affective Disorders, 362, 145-151. https://doi.org/10.1016/j.jad.2024.06.113
  28. Hambleton, R. K. & Patsula, L. (1998). Increasing the validity of adapted tests: Myths to be avoided an guidlines for improving test adaptation practies. Journal of Applied Testing Technology, 1(1), 1-13.
  29. Heggestad, E. D., Scheaf, D. J., Banks, G. C., Monroe-Hausfeld, M., Tonidandel, S., & Williams, E. B. (2019). Scale adaptation in organizational science research: A review and best-practice recommendations. Journal of Management, 45(6), 2596-2627. https://doi.org/10.1177/014920631985028
  30. Howard, R. C. (2011). The quest for excitement: A missing link between personality disorder and violence? Journal of Forensic Psychiatry and Psychology, 22, 692–705. https://psycnet.apa.org/doi/10.1080/14789949.2011.617540 sayfasından erişilmiştir.
  31. Hwang, S., Allen, J. L., Kokosi, T., & Bird, E. (2021). To what extent does punishment insensitivity explain the relationship between callous‐unemotional traits and academic performance in secondary school students? British Journal of Educational Psychology, 91(3), 811-826. https://doi.org/10.1111/bjep.12394
  32. Jöreskog, K. G. & Sörbom, D. (1996). LISREL 8: User's reference guide. Scientific Software International.
  33. Karakaya-Özyer, K. & Aksu-Dunya, B. (2018). A Review of structural equation modeling applications in Turkish educational science literature, 2010-2015. International Journal of Research in Education and Science, 4(1), 279-291. https://doi.org/10.21890/ijres.383177
  34. Kılıç, C., & Mutluer, Ö. (2023). The relationship of reward addiction and punishment sensitivity with social and emotional learning skills in high school students. E-International Journal of Educational Research, 14(6), 54-71. https://doi.org/10.19160/e-ijer.1309400
  35. Kline, R. B. (2005). Principles and practice of structural equation modeling. Guilford.
  36. Knutson, B., Adams, C. M., Fong, G. W., & Hommer, D. (2001). Anticipation of increasing monetary reward selectively recruits nucleus accumbens. The Journal of Neuroscience, 21(16), 1-5.
  37. Liu, Z., Xie, Y., Sun, Z., Liu, D., Yin, H., & Shi, L. (2023). Factors associated with academic burnout and its prevalence among university students: A cross-sectional study. BMC Medical Education, 23, 317. https://doi.org/10.1186/s12909-023-04316-y
  38. Özer, N. & Şad, S. N. (2021). Lise öğrencilerinde siber zorbalık, siber mağduriyet ve okul tükenmişliği. Millî Eğitim Dergisi, 49(1), 1-20.
  39. Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52(1), 397-422. https://doi.org/10.1146/annurev.psych.52.1.397
  40. Runions, K. C., Bak, M., & Shaw, T. (2017). Disentangling functions of online aggression: The cyber‐aggression typology questionnaire (CATQ). Aggressive Behavior, 43(1), 74-84. https://doi.org/10.1002/ab.21663
  41. Pink, D. H. (2009). Drive: Nasıl motive oluruz? Nasıl motive ederiz? (L. Göktem, Çev). MediaCat.
  42. Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J. E. (2009). School burnout inventory (SBI) reliability and validity. European Journal of Psychological Assessment, 25(1), 48-57. https://doi.org/10.1027/1015-5759.25.1.48
  43. Salmela-Aro, K., Upadyaya, K., Vinni-Laakso, J., & Hietajarvi, L. (2021). Adolescents’ longitudinal school engagement and burnout before and during Covid-19—the role of socio-emotional skills. Journal of Research on Adolescence, 31(3), 796–807. https://doi.org/10.1111/jora.12654
  44. Samsudin, E. Z., Yaacob, S. S., Xin-Wee, C., Mat-Ruzlin, A. N., Azzani, M., Jamil, A. T., …, & Mohamad, M. M. (2023). Prevalence of cyberbullying victimisation and its association with family dysfunction, health behaviour and psychological distress among young adults in urban Selangor, Malaysia: A cross-sectional study. BMJ Open, 13(11), e072801. https://doi.org/10.1136/bmjopen-2023-072801
  45. Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics. Pearson.
  46. Taştan N. & Gökler, R. (2017). Öğrenci görüşlerine göre siber-zorbalık ve okul tükenmişliği arasındaki ilişki. Uluslararası Sosyal Araştırmalar Dergisi, 10(54), 771-777. http://dx.doi.org/10.17719/jisr.20175434644
  47. Tomaszek, K., Muchacka-Cymerman, A., Aypay, A., & Altınsoy, F. (2024). Who can make burned-out students feel better and self-efficient? Latent profiles of student burnout and its association to personal and social resources among Polish and Turkish early adolescents. Child Indicators Research, 17(6), 2481-2502. https://doi.org/10.1007/s12187-024-10169-8
  48. Tomaszek, K., Muchacka-Cymerman, A., Aypay, A., & Altınsoy, F. (2025). What is internet for when studying is exhausting? Cyberaggression profiles associations to school stress management skills and study burnout among Polish and Turkish adolescents. Current Psychology, 44, 2673–2692. https://doi.org/10.1007/s12144-025-07346-5
  49. Venables, N. C. (2017). Reward mechanisms across aggressive and addictive forms of externalizing psychopathology. Biological Psychiatry, 82(4), 25-27. https://psycnet.apa.org/doi/10.1016/j.biopsych.2017.06.028 sayfasından erişilmiştir.
  50. Walburg, V. (2014). Burnout among high school students: A literature review. Children and Youth Services Review, 42, 28-33. https://doi.org/10.1016/j.childyouth.2014.03.020
  51. Wright, M. F. (2015). Adolescents’ cyber aggression perpetration and cyber victimization: The longitudinal associations with school functioning. Social Psychology of Education, 18, 653-666. https://doi.org/10.1007/s11218-015-9318-6
  52. Yorulmaz, D. S. & Karadeniz, H. (2021). Ortaokul öğrencilerinin siber zorba ve siber mağdur olma durumunun belirlenmesi. Halk Sağlığı Hemşireliği Dergisi, 3(3), 154-170. https://doi.org/10.54061/jphn.978254
  53. Zeng, K., Cao, F., Wu, Y., Zhang, M., & Ding, X. (2024). Effects of interpretation bias modification on hostile attribution bias and reactive cyber-aggression in Chinese adolescents: A randomized controlled trial. Current Psychology, 43(3), 2373-2386. https://doi.org/10.1007/s12144-023-04433-3
  54. Zhu, C., Huang, S., Evans, R., & Zhang, W. (2021). Cyberbullying among adolescents and children: A comprehensive review of the global situation, risk factors, and preventive measures. Frontiers in Public Health, 9, 634909. https://doi.org/10.3389/fpubh.2021.634909