The main purpose of this study is to investigate the frequency of occurrence of being a victim bully bullyvictim and non among secondary school students and examine the possibility of reliably discriminating between bullies victims bully victims and non bully non victims based on emotional and cognitive empathy A total of 340 Turkish middle school students participated in this study They were attending 6th 7th and 8th grades in İzmir and Malatya The KA SI Empathic Tendency Scale and the Peer Bullying Scale were used data regarding sample In the analysis of data descriptive statistics and discriminant function analysis were used The results showed that a substantial number of children were identified as ?victim? 26 9 as ?bully victims? 60 8 as ?bullies? 3 7 and as ?non bully non victim? 8 6 The most common form of bullying was verbal bullying 33 6 followed by physcial bullying 29 3 Sexual bullying was the least common form of bullying 14 8 Results of a discriminant function analysis demonstrated that cognitive empathy and emotional empathy formed a linear separation between the comparison group the victim group the bully group and the bully victim group and non bully non victim group
📌 3 Key Takeaways
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Objective & Hypothesis:The main purpose of this study is to investigate the frequency of occurrence of being a victim bully bullyvictim and non among secondary school students and examine the possibility of reliably discriminating between bullies victims bully victims and non bully non victims based on emotional and cognitive empathy A total of 340 Turkish middle school students participated in this study They were attending 6th 7th and 8th grades in İzmir and Malatya The KA SI Empathic Tendency Scale and the Peer Bullying Scale were used data regarding sample In the analysis of data descriptive statistics and discriminant function analysis were used The results showed that a substantial number of children were identified as ?victim? 26 9 as ?bully victims? 60 8 as ?bullies? 3 7 and as ?non bully non victim? 8 6 The most common form of bullying was verbal bullying 33 6 followed by physcial bullying 29 3 Sexual bullying was the least common form of bullying 14 8 Results of a discriminant function analysis demonstrated that cognitive empathy and emotional empathy formed a linear separation between the comparison group the victim group the bully group and the bully victim group and non bully non victim group
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Key Findings & Data:The main purpose of this study is to investigate the frequency of occurrence of being a victim bully bullyvictim and non among secondary school students and examine the possibility of reliably discriminating between bullies victims bully victims and non bully non victims based on emotional and cognitive empathy A total of 340 Turkish middle school students participated in this study They were attending 6th 7th and 8th grades in İzmir and Malatya The KA SI Empathic Tendency Scale and the Peer Bullying Scale were used data regarding sample In the analysis of data descriptive statistics and discriminant function analysis were used The results showed that a substantial number of children were identified as ?victim? 26 9 as ?bully victims? 60 8 as ?bullies? 3 7 and as ?non bully non victim? 8 6 The most common form of bullying was verbal bullying 33 6 followed by physcial bullying 29 3 Sexual bullying was the least common form of bullying 14 8 Results of a discriminant function analysis demonstrated that cognitive empathy and emotional empathy formed a linear separation between the comparison group the victim group the bully group and the bully victim group and non bully non victim group
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Conclusion & Impact:The main purpose of this study is to investigate the frequency of occurrence of being a victim bully bullyvictim and non among secondary school students and examine the possibility of reliably discriminating between bullies victims bully victims and non bully non victims based on emotional and cognitive empathy A total of 340 Turkish middle school students participated in this study They were attending 6th 7th and 8th grades in İzmir and Malatya The KA SI Empathic Tendency Scale and the Peer Bullying Scale were used data regarding sample In the analysis of data descriptive statistics and discriminant function analysis were used The results showed that a substantial number of children were identified as ?victim? 26 9 as ?bully victims? 60 8 as ?bullies? 3 7 and as ?non bully non victim? 8 6 The most common form of bullying was verbal bullying 33 6 followed by physcial bullying 29 3 Sexual bullying was the least common form of bullying 14 8 Results of a discriminant function analysis demonstrated that cognitive empathy and emotional empathy formed a linear separation between the comparison group the victim group the bully group and the bully victim group and non bully non victim group
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:akran zorbalığı · empatik eğilim · ilköğretim ikinci kademe öğrencileri
Abstract
The main purpose of this study is to investigate the frequency of occurrence of being a victim bully bullyvictim and non among secondary school students and examine the possibility of reliably discriminating between bullies victims bully victims and non bully non victims based on emotional and cognitive empathy A total of 340 Turkish middle school students participated in this study They were attending 6th 7th and 8th grades in İzmir and Malatya The KA SI Empathic Tendency Scale and the Peer Bullying Scale were used data regarding sample In the analysis of data descriptive statistics and discriminant function analysis were used The results showed that a substantial number of children were identified as ?victim? 26 9 as ?bully victims? 60 8 as ?bullies? 3 7 and as ?non bully non victim? 8 6 The most common form of bullying was verbal bullying 33 6 followed by physcial bullying 29 3 Sexual bullying was the least common form of bullying 14 8 Results of a discriminant function analysis demonstrated that cognitive empathy and emotional empathy formed a linear separation between the comparison group the victim group the bully group and the bully victim group and non bully non victim group
Özet
Bu araştırmanın amacı ilköğretim ikinci kademe öğrencileri arasında akran zorbalığının incelenmesi ve empatik eğilimin dört farklı akran zorbalığı grubunda (zorba, kurban, zorba/kurban ve karışmayan) yer alan öğrencileri zorbalık gruplarına göre hangi doğruluk düzeyinde sınıflandırdığını belirlemektir. Araştırma, 2010-2011 öğretim yılı bahar döneminde İzmir ve Malatya’da orta sosyo-ekonomik düzeyi temsil ettiği düşünülen dört ayrı ilköğretim okulunda 6.,7. ve 8. sınıfa devam eden 340 öğrenci ile gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak KA-Sİ Empatik Eğilim Ölçeği (Ergen Formu) ile Akran Zorbalığı Belirleme Ölçeği (Ergen Formu) kullanılmıştır. Verilerin analizinde frekans dağılımları hesaplanmış ve diskriminant analiz yapılmıştır. Araştırmanın sonucunda araştırmaya katılan öğrencilerin %3.4’ü zorba, %26.9’u kurban, %60.8’i zorba/kurban ve %8.6’sı karışmayan olarak sınıflandırılmıştır. Diskriminant analiz sonucunda da duygusal empati ve bilişsel empatinin akran zorbalığı gruplarını (zorba, kurban, zorba/kurban, karışmayan) ayırmada kullanılabilecek değişkenler olduğu belirlenmiştir.
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