KaydedilenlerDerginizi ekleyin

Dergiler / Siirt Eğitim Dergisi / 2025 / Cilt: 5 Sayı: 2

Özel Yetenekli Öğrenciler ve Akran Zorbalığı: Özel yetenekli öğrencilerin öğretmenlerinin Görüş ve Deneyimleri

Gifted Students and Peer Bullying: Opinions and Experiences of Teachers of Gifted Students

Halil Aslan(Siirt Üniversitesi)0000-0003-1720-6817
Sayfa
282–306
Yayın Tarihi
2025-12-26
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Bulgular; (1) Tanık olunan zorbalık davranışları, (2) zorbalığın sebepleri, (3) önleyici tedbirler ve (4) öneriler olmak üzere dört ana tema altında toplanmıştır.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Akran zorbalığı, öğrencilerin psikososyal gelişimini olumsuz etkileyen evrensel bir sorundur.
📊
Temel Bulgular & Veri:Araştırma nitel durum çalışması deseninde yürütülmüş olup; çalışma grubu, Elazığ Bilim ve Sanat Merkezi’nde (BİLSEM) görev yapan 15 öğretmenden oluşmaktadır.
💡
Sonuç & Katkı:Bulgular; (1) Tanık olunan zorbalık davranışları, (2) zorbalığın sebepleri, (3) önleyici tedbirler ve (4) öneriler olmak üzere dört ana tema altında toplanmıştır.
🔬Tür:Laboratuvar & Saha Deneyi
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Akran zorbalığı · özel yetenekli öğrenciler · BİLSEM öğretmenleri

Özet

Akran zorbalığı, öğrencilerin psikososyal gelişimini olumsuz etkileyen evrensel bir sorundur. Literatürde özel yetenekli öğrenciler arasında akran zorbalığına ilişkin çalışmalar bulunmakla birlikte, bu öğrencilerin öğretmenlerinin görüş ve deneyimleri yeterince ele alınmamıştır. Bu çalışma, özel yetenekli öğrencilerin öğretmenlerinin akran zorbalığına ilişkin görüş ve deneyimlerini ortaya koymayı amaçlamaktadır. Araştırma nitel durum çalışması deseninde yürütülmüş olup; çalışma grubu, Elazığ Bilim ve Sanat Merkezi’nde (BİLSEM) görev yapan 15 öğretmenden oluşmaktadır. Veriler yarı yapılandırılmış görüşme formu kullanılarak toplanmış ve tümevarımsal analiz yöntemiyle incelenmiştir. Bulgular; (1) Tanık olunan zorbalık davranışları, (2) zorbalığın sebepleri, (3) önleyici tedbirler ve (4) öneriler olmak üzere dört ana tema altında toplanmıştır. Sonuçlar, özel yetenekli öğrencilerin fiziksel zorbalıktan ziyade sözel ve ilişkisel zorbalığa maruz kaldıklarını göstermektedir. Öğretmenler zorbalığı önlemek için empati geliştirme ve sınıf kuralları oluşturma gibi stratejiler kullanmaktadır. Araştırmanın verilerinin tek bir kurumdan elde edilmesi ve katılımcı sayısının sınırlılığı, çalışmanın temel kısıtlılığını oluşturmaktadır. Çalışma, öğretmen farkındalığının artırılması ve okul-aile iş birliğinin önemine dikkat çekerek literatüre katkı sağlamaktadır

Abstract

Peer bullying is a universal problem that negatively affects students' psychosocial development. Although there are studies on peer bullying among gifted students in the literature, the opinions and experiences of their teachers have not been sufficiently addressed. This study aims to reveal the opinions and experiences of teachers of gifted students regarding peer bullying. The research was conducted using a qualitative case study design with 15 teachers working at the Elazığ Science and Art Center (BİLSEM). Participants were selected through criterion sampling, and data were collected using a semi-structured interview form. The data obtained from the interviews were analyzed using inductive analysis and categorized under four main themes: (1) Witnessed bullying behaviors, (2) reasons for bullying, (3) preventive measures, and (4) suggestions. Findings indicate that gifted students are mostly exposed to verbal and relational bullying, while physical bullying is not observed. The fact that the data were obtained from a single institution and a limited number of participants constitutes the main limitation of the study. However, the study contributes to the literature by emphasizing the importance of teacher awareness and family-school collaboration

🔖

Bu Makaleye Atıf Yap

Aslan, H. (2025). Özel Yetenekli Öğrenciler ve Akran Zorbalığı: Özel yetenekli öğrencilerin öğretmenlerinin Görüş ve Deneyimleri. Siirt Eğitim Dergisi, Cilt: 5 Sayı: 2, 282–306. https://doi.org/10.58667/sedder.1822691

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (117)

  1. Akarsu, F. (2004). Üstün Yetenekli Çocuklar Kongresi Seçilmiş Makaleler Kitabı, İstanbul: Çocuk Vakfı Yayınları
  2. Akpınar, A. ve Akpınar, A. (2022). İlköğretim okullarında akran zorbalığına dair öğretmen görüşleri. Mustafa Kemal Üniversitesi Eğitim Fakültesi Dergisi, 6(9), 215–231.
  3. Aksoy, G. (2019). Okullarda yaşanan akran zorbalığının nedenlerine ve müdahale yöntemlerine okul yöneticileri ve öğretmenlerin görüşleri (Yayımlanmamış yüksek lisans tezi). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul
  4. Arifin, M. S., Zunia, E. T., Ni’mah, S. K., Wulandari, F. J., Maqfiroh, R. L., & Faruq, F. (2023). Post-Traumatic Growth Experiences Of Bullying Victims. Academic Journal of Psychology and Counseling, 4(1), 97-126. https://doi.org/10.22515/ajpc.v4i1.7435
  5. Arseneault, L. (2017). The long‐term impact of bullying victimization on mental health. World Psychiatry, 16(1), 27–28. https://doi.org/10.1080/13600834.2018.1494417.
  6. Aslan, H., & Erdur-Baker, Ö. (2025). Bullying Among Special Education Students. Psychological Reports, 0(0). https://doi.org/10.1177/00332941251314705
  7. Ayas, T., & Horzum, M. B. (2011). Exploring the Teachers' Cyber Bullying Perception in terms of Various Variables. International Online Journal of Educational Sciences, 3(2).
  8. Barik, E. (2020). İlkokullarda akran zorbalığını önleme stratejileri ve karşılaşılan güçlüklere ilişkin öğretmen ve öğrenci görüşleri (Yayımlanmamış yüksek lisans tezi). Çukurova Üniversitesi Sosyal Bilimler Enstitüsü, Adana.
  9. Bell, K. J. S., & Willis, W. G. (2016). Teachers’ perceptions of bullying among youth. The Journal of Educational Research, 109(2), 159–168. https://doi.org/10.1080/00220671.2014.931833
  10. Bellon, J. P., & Gardette, B. (2019). Bullying and cyberbullying at school: Networked school suffering. Paris: ESF
  11. Bentley, K. M., & Li, A. K. (1996). Bully and victim problems in elementary schools and students' beliefs about aggression. Canadian Journal of School Psychology, 11(2), 153-165. https://doi.org/10.1177/082957359601100220
  12. Bergold, S., Kasper, D., Wendt, H. et al. (2020). Being bullied at school: the case of high-achieving boys. Soc Psychol Educ, 23, 315–338. https://doi.org/10.1007/s11218-019-09539-w
  13. Berlin, J. E. (2009). It's all a matter of perspective: Student perceptions on the impact of being labeled gifted and talented. Roeper Review, 31(4), 217-223.
  14. Biswas, T., Scott, J. G., Munir, K., Thomas, H. J., Huda, M. M., Hasan, M. M.,. & Mamun, A. A. (2020). Global variation in the prevalence of bullying victimisation amongst adolescents: Role of peer and parental supports. EClinicalMedicine, 20, 100276. https://doi.org/10.1016/j.eclinm.2020.100276
  15. Bozan, İ., & Savi Çakar, F. (2020). Determining the problems experienced by Science and Art Center teachers and their suggestions for solutions to these problems. Turkish Studies - Educational Sciences, 15(3), 1607–1628.
  16. Bradshaw, C. P., Sawyer, A. L., & O’Brennan, L. M. (2007). Bullying and Peer Victimization at School: Perceptual Differences Between Students and School Staff. School Psychology Review, 36(3), 361–382. https://doi.org/10.1080/02796015.2007.12087929
  17. Brajcic, M., Kuscevic, D., & Lazeta, M. (2020). A comparison between competencies of teachers and students of teacher education in recognizing artistically gifted students. European journal of educational research, 9(3), 1327-1336.
  18. Brown, E. C., Low, S., Smith, B. H., & Haggerty, K. P. (2011). Outcomes From a School-Randomized Controlled Trial of Steps to Respect: A Bullying Prevention Program. School Psychology Review, 40(3), 423–443. https://doi.org/10.1080/02796015.2011.12087707
  19. Brunstein-Klomek, A., Zalsman, G., & Mufson, L. (2007). Interpersonal psychotherapy for depressed adolescents (IPT-A). The Israel journal of psychiatry and related sciences, 44(1), 40–46
  20. Burger, C. (2022). School Bullying Is Not a Conflict: The Interplay between Conflict Management Styles, Bullying Victimization and Psychological School Adjustment. International Journal of Environmental Research and Public Health, 19(18), 11809. https://doi.org/10.3390/ijerph191811809
  21. Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö.E., Karadeniz, Ş., Demirel, F. (2015). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi
  22. Byers, D. L., Caltabiano, N. J., & Caltabiano, M. L. (2011). Teachers’ attitudes towards overt and covert bullying, and perceived efficacy to intervene. Australian Journal of Teacher Education, 36(11), 105–119. https://search.informit.org/doi/10.3316/ielapa.804954174494444
  23. Campbell, M., Spears, B., Slee, P., Butler, D., & Kift, S. (2013). Victims' perceptions of traditional and cyberbullying, and the psychosocial correlates of their victimisation. In Emotional and behavioural difficulties associated with bullying and cyberbullying (pp. 161-173). Routledge.
  24. Coelho, V. A., & Romão, A. M. (2018). The relation between social anxiety, social withdrawal and (cyber) bullying roles: A multilevel analysis. Computers in Human Behavior, 86, 218-226. https://doi.org/10.1016/j.chb.2018.04.048
  25. Coelho, V. A., Marchante, M., & Romão, A. M. (2022). Adolescents’ trajectories of social anxiety and social withdrawal: Are they influenced by traditional bullying and cyberbullying roles?. Contemporary Educational Psychology, 69, 102053. https://doi.org/10.1016/j.cedpsych.2022.102053
  26. Connolly, J. P. (2018). Exploring the factors influencing gifted adolescents’ resistance to report experiences of cyberbullying behavior: Toward an improved understanding. Journal for the Education of the Gifted, 41(2), 136–159. https://doi.org/10.1177/0162353218763869
  27. Copeland, W. E., Wolke, D., Angold, A., & Costello, E. J. (2013). Adult psychiatric outcomes of bullying and being bullied by peers in childhood and adolescence. JAMA Psychiatry, 70(4), 419–426. https://doi.org/10.1001/jamapsychiatry.2013.504
  28. Çarkıt, E. ve Bacanlı, F. (2020). Okullarda akran zorbalığı: Öğretmen görüşlerine göre nitel bir çalışma. OPUS International Journal of Society Researches, 15(24), 2545–2583. https://doi.org/10.26466/opus.644848
  29. Çoban, Ö. G., Bedel, A., Önder, A., Adanır, A. S., Tuhan, H., & Parlak, M. (2022). Psychiatric disorders and peer-victimization in children and adolescents with growth hormone deficiency. Clinical Pediatrics, 61(10), 684-691. https://doi.org/10.1177/00099228221096654
  30. Dağlıoğlu, H. E. (2010). Üstün yetenekli çocukların eğitiminde öğretmen yeterlilikleri ve özellikleri [Proficiency and Characteristics of Teachers in the Education of Gifted Children]. Milli Eğitim Dergisi, 40 (186), 72-84. Dalosto, M. D. M., & Alencar, E. M. L. S. D. (2013). Manifestações e prevalência de bullyng entre alunos com altas habilidades/superdotação. Revista Brasileira de Educação Especial, 19(03), 363-378.
  31. Dantchev, S., & Zemp, M. (2022). Does Bullying Occur behind Closed Doors? Agreement of Bullying Reports between Parents and Children and Its Differential Associations with Child Outcomes. Children, 9(10), 1440. https://doi.org/10.3390/children9101440
  32. Ding, N., & Zhang, X. (2022). Bullying Victimization and Quality of Life among Chinese Adolescents: An Integrative Analysis of Internet Addiction and Social Withdrawal. International Journal of Environmental Research and Public Health, 19(24), 16973. https://doi.org/10.3390/ijerph192416973
  33. Dorio, N. B., Demaray, M. K., & Riffle, L. N. (2022). Bullying bystanders and emotional school engagement: The roles of rumination and depression. Psychology in the Schools, 59(2), 430-446. https://doi.org/10.1002/pits.22619
  34. Duru, H., Deryol, R., & Cam, T. (2021). Adherence to street code and violent victimization and delinquent offending of youth in Türkiye: An analysis of mediation and moderation effects. European Journal of Criminology, 20(2), 422-446. https://doi.org/10.1177/14773708211006991
  35. Ey, L. A., & Campbell, M. (2022). Australian early childhood teachers’ understanding of bullying. Journal of interpersonal violence, 37(15-16), NP13766-NP13790. https://doi.org/10.1177/08862605211006355
  36. Ey, L. A., & Spears, B. (2017). Early childhood knowledge and understanding of bullyingAn approach for early childhood prevention. In Child and adolescent wellbeing and violence prevention in schools (pp. 109-117). Routledge.
  37. Forsberg, C., & Horton, P. (2022). ‘Because I am me': school bullying and the presentation of self in everyday school life. Journal of Youth Studies, 25(2), 136-150. https://doi.org/10.1080/13676261.2020.1849584
  38. Francis, J., Trapp, G., Pearce, N., Burns, S., & Cross, D. (2022). School Built Environments and Bullying Behaviour: A Conceptual Model Based on Qualitative Interviews. International Journal of Environmental Research and Public Health, 19(23), 15955. https://doi.org/10.3390/ijerph192315955
  39. Freeman J. (1985). The Psychology of Gifted Children: Perspectives on Development and Education. Great Britain: John Wiley and Sons; 1985
  40. Gaffney, H., Farrington, D. P., & Ttofi, M. M. (2019). Examining the effectiveness of school-bullying intervention programs globally: A meta-analysis. International Journal of Bullying Prevention, 1(1), 14-31. https://doi.org/10.1007/s42380-019-0007-4
  41. García-Díaz, V., Urbano-Contreras, A., Iglesias-García, M. T., & Álvarez-Blanco, L. (2023). Identification, witnessing and reaction to school bullying behaviour in secondary education. Child indicators research, 16(4), 1627-1641. https://doi.org/10.1007/s12187-023-10023-3
  42. Giménez-Gualdo, A. M., Arnaiz-Sánchez, P., Cerezo-Ramírez, F., & Prodócimo, E. (2018). Teachers' and Students' Perception about Cyberbullying. Intervention Strategies in Primary and Secondary Education. Comunicar: Media Education Research Journal, 26(56), 29-38. https://doi.org/10.3916/C56-2018-03
  43. Gladstone, G. L., Parker, G. B., & Malhi, G. S. (2006). Do bullied children become anxious and depressed adults?: A cross-sectional investigation of the correlates of bullying and anxious depression. The Journal of nervous and mental disease, 194(3), 201-208. https://doi.org/10.1111/j.1440-1614.2006.01777.x
  44. Gökkaya, N., Yavuzalp, M., Güney, S. ve Bozkurt, A. (2023). Okullarda akran zorbalığına yönelik öğretmen görüşlerinin değerlendirilmesi. Ulusal Eğitim Dergisi, 3(9), 1584-1601.
  45. Gourgiotou, E., Katsavria, I., & Basagianni, E. (2019). Evaluation Results of a Teacher Professional Development Program in Greece on Gifted and Talented Children Education (GATCE). International Journal of Educational Technology and Learning, 5(2), 40–51. https://doi.org/10.20448/2003.52.40.51
  46. Gusfre, K. S., Støen, J., & Fandrem, H. (2023). Bullying by teachers towards students—A scoping review. International journal of bullying prevention, 5(4), 331-347. ttps://doi.org/10.1007/s42380-022-00131-z
  47. Gürlen, E. (2018). Üstün yetenekli çocuklar ve eğitim uygulamaları. Ankara: Pegem Akademi Yayıncılık.
  48. Hinduja, S., & Patchin, J. W. (2012). Cyberbullying: Neither an epidemic nor a rarity. European journal of developmental psychology, 9(5), 539-543. https://doi.org/10.1080/17405629.2012.706448
  49. Hosozawa, M., Bann, D., Fink, E., Elsden, E., Baba, S., Iso, H., & Patalay, P. (2021). Bullying victimisation in adolescence: Prevalence and inequalities by gender, socioeconomic status and academic performance across 71 countries. EClinicalMedicine, 41, 101142. https://doi.org/10.1016/j.eclinm.2021.101142.
  50. Inchley J, Currie D, Cosma A, Samdal O, editors (2018a). Health Behaviour in School-aged Children (HBSC) study protocol: background, methodology and mandatory items for the 2017/18 survey. St Andrews: Child and Adolescent Health Research Unit. Jacinta,
  51. Katsantonis, I., Barrado, B., McLellan, R. et al. Subjective Well-Being and Bullying Victimisation: A Cross-National Study of Adolescents in 64 Countries and Economies. Child Ind Res 17, 1563–1585 (2024). https://doi.org/10.1007/s12187-024-10147-0
  52. Klein, B. S. (2007). Raising gifted kids: Everything you need to know to help your exceptional child thrive. Amacom Books.
  53. Köse, E. (2010). Bilimsel Araştırma Modelleri. Kıncal, R.Y. (Ed.), Bilimsel Araştırma Yön temleri. Ankara: Nobel Yayıncılık.
  54. Laffan D. A., Slonje R., Ledwith C., O’Reilly C., Foody M. (2022). Scoping bullying and cyberbullying victimisation among a sample of gifted adolescents in Ireland. International Journal of Bullying Prevention, 6(1), 13–27. https://doi.org/10.1007/s42380-022-00134-w
  55. Maciel M. D. O. (2012). Alunos com altas habilidades/superdotação e o fenômeno bullying. Dissertaçãode Mestrado em Educação. Universidade Federal de SantaMaria.
  56. Marcos, V., Fariña, F., Isorna, M., López-Roel, S., & Rolán, K. (2025). Problematic Use of the Internet and Cybervictimization: An Empirical Study with Spanish Adolescents. Behavioral Sciences, 15(6), 810. https://doi.org/10.3390/bs15060810
  57. Martínez-Monteagudo, Á., Martínez-Monteagudo, M. C., & Delgado, B. (2023). School bullying and cyberbullying in academically gifted students: A systematic review. Aggression and violent behavior, 71, 101842. https://doi.org/10.1016/j.avb.2023.101842
  58. Matthews, D. J., & Foster, J. F. (2005). Mystery to mastery: Shifting paradigms in gifted education. Roeper Review, 28(2), 64–69. https://doi.org/10.1080/02783190609554340
  59. MEB. (2019). Bilim ve Sanat Merkezleri Yönergesi. Ankara: Millî Eğitim Bakanlığı.
  60. MEB. (2022). Bilim ve Sanat Merkezleri Tanıtım Kitapçığı. Ankara: Millî Eğitim Bakanlığı.
  61. MEB. (2024). Özel yetenekli öğrenciler istatistikleri. Ankara: Millî Eğitim Bakanlığı.
  62. Merten, D. E. (1997). The Meaning of Meanness: Popularity, Competition, and Conflict among Junior High School Girls. Sociology of Education, 70(3), 175–191. https://doi.org/10.2307/2673207.
  63. Midgett, A., & Doumas, D. M. (2019). Witnessing bullying at school: The association between being a bystander and anxiety and depression. School Psychology, 34(5), 431–443. https://doi.org/10.1007/s12310-019-09312-6
  64. Mishna, F., & Alaggia, R. (2005). Weighing the risks: A child's decision to disclose peer victimization. Children & Schools, 27(4), 217-226. https://doi.org/10.1093/cs/27.4.217
  65. Mishna, F., Pepler, D., & Wiener, J. (2006). Factors associated with perceptions and responses to bullying situations by children, parents, teachers, and principals. Victims and Offenders, 1(3), 255-288. https://doi.org/10.1080/15564880600626163
  66. Mishna, F., Pepler, D., & Wiener, J. (2006). Factors Associated With Perceptions and Responses to Bullying Situations by Children, Parents, Teachers, and Principals. Victims & Offenders, 1(3), 255–288. https://doi.org/10.1080/15564880600626163
  67. Mishna, F., Iolanda, S., Pepler, D., & Wiener, J. (2005). Teachers’ Understanding of Bullying. Canadian Journal of Education / Revue Canadienne de l’éducation, 28(4), 718–738. https://doi.org/10.2307/4126452
  68. Moore SE, Norman RE, Suetani S, Thomas HJ, Sly PD, Scott JG (2017) Consequences of bullying victimization in childhood and adolescence: A systematic review and meta-analysis. World Journal of Psychiatry 7(1):60–76. https://doi.org/10.5498/wjp.v7.i1.60
  69. Mucherah, W., Finch, H., White, T., & Thomas, K. (2018). The relationship of school climate, teacher defending and friends on students' perceptions of bullying in high school. Journal of adolescence, 62, 128-139. https://doi.org/10.1016/j.adolescence.2017.11.012
  70. Naylor, P., Cowie, H., Cossin, F., de Bettencourt, R., & Lemme, F. (2006). Teachers' and pupils' definitions of bullying. British journal of educational psychology, 76(3), 553-576. https://doi.org/10.1348/000709905X52229
  71. Olweus, D. (1993). Bullying at school: What we know and what we can do. Oxford: Blackwell.
  72. Olweus, D. (2013). School bullying: Development and some important challenges. Annual Review of Clinical Psychology, 9, 751–780. https://doi.org/10.1146/annurev-clinpsy-050212-185516
  73. O’Brien, S. O., Campbell, M., & Whiteford, C. (2023). A Review of Factors Affecting Teacher Intervention in Peer Bullying Incidents: A Call for More Nuanced Professional Development. Journal of School Violence, 23(3), 308–318. https://doi.org/10.1080/15388220.2023.2289117
  74. O’Moore, M. (2000). Critical issues for teacher training to counter bullying and victimisation in Ireland. Aggressive Behavior, 26(1), 99–111. https://doi.org/10.1002/(SICI)1098-2337(2000)26:1 3.0.CO;2-W
  75. Ordu, M. (2023). Kırsal kesimde ilköğretimde akran zorbalığına ilişkin öğretmen görüşlerinin incelenmesi (Yayımlanmamış yüksek lisans tezi). Düzce Üniversitesi Lisansüstü Eğitim Enstitüsü. Özen, Y., & Aslan, H. (2024). Öğretmenlerin zorbalık algıları üzerine bir araştırma. Eğitim ve Toplum, 12(1), 88–103.
  76. Özbek, Ö. Y., & Taneri, P. O. (2022). Bullying Behaviors and School Climate through the Perspective of Primary-School Students. Online Submission, 264-279.
  77. Özen, Ü. H., & Aslan, H. (2018). Akran zorbalığının nedenleri ve çözüm önerilerine ilişkin okul öncesi ve ilkokul öğretmenlerinin görüşlerinin incelenmesi.Uluslararası Liderlik Eğitimi Dergisi, 8(2), 39-57.
  78. Peled, Y. (2019). Cyberbullying and its influence on academic, social, and emotional development of undergraduate students. Heliyon, 5(3). https://doi.org/ 10.1016/j.heliyon.2019.e01393
  79. Peterson, J. S., & Ray, K. E. (2006). Bullying among the gifted: The subjective experience. Gifted Child Quarterly, 50(3), 252-269. https://doi.org/10.1177/001698620605000305
  80. Richard, J. F., Schneider, B. H., & Mallet, P. (2012). Revisiting the whole-school approach to bullying: Really looking at the whole school. School Psychology International, 33(3), 263-284. https://doi.org/10.1177/0143034311415906
  81. Rigby, K. (2020). How Teachers Deal with Cases of Bullying at School: What Victims Say. International Journal of Environmental Research and Public Health, 17(7), 2338. https://doi.org/10.3390/ijerph17072338
  82. Rivers, I., Poteat, V. P., Noret, N., & Ashurst, N. (2009). Observing bullying at school: The mental health implications of witness status. School Psychology Quarterly, 24(4), 211.
  83. Robbins, J. I. (2019). Gifted Program Evaluation: Catalyst for Change or Keeper of the Culture. Gifted Child Today, 42(4), 196-204. https://doi.org/10.1177/1076217519862326
  84. Robinson, N. M. (2002). Individual differences in gifted students' attributions for academic performances. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional development of gifted children: What do we know? (pp. 61–69). Prufrock Press Inc.
  85. Robinson, E. L. (2002). What is the school psychologist's role in gifted education?. Gifted Child Today, 25(4), 34-37. https://doi.org/10.4219/gct-2002-78
  86. Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008). Promoting early adolescents' achievement and peer relationships: the effects of cooperative, competitive, and individualistic goal structures. Psychological bulletin, 134(2), 223-246.
  87. Shamsi, N. I., Andrades, M., & Ashraf, H. (2019). Bullying in school children: How much do teachers know?. Journal of family medicine and primary care, 8(7), 2395-2400. https://doi.org/ 10.4103/jfmpc.jfmpc_370_19
  88. Sigurdson, J. F., Wallander, J., & Sund, A. M. (2014). Is involvement in school bullying associated with general health and psychosocial adjustment outcomes in adulthood?. Child abuse & neglect, 38(10), 1607-1617. https://doi.org/10.1186/1753-2000-8-21
  89. Sönmez, V., Alacapınar, G. F. (2015). Örneklendirilmiş Bilimsel Araştırma Yöntemleri. Ankara: Anı Yayıncılık
  90. Sulak, S. E. ve Altuntaş, Z. (2022). İlkokullarda yaşanan akran zorbalığının sınıf öğretmenlerinin görüşleri doğrultusunda incelenmesi. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, https://doi.org/10.53629/sakaefd.1058580
  91. Stapinski, L. A., Bowes, L., Wolke, D., Pearson, R. M., Mahedy, L., Button, K. S.,. & Araya, R. (2014). Peer victimization during adolescence and risk for anxiety disorders in adulthood: a prospective cohort study. Depression and anxiety, 31(7), 574-582. https://doi.org/10.1002/da.22270
  92. Statista. (2024). Number of internet users in Turkey. Retrieved from https://www.statista.com
  93. Stauffer, S., Heath, M. A., Coyne, S. M., & Ferrin, S. (2012). High school teachers' perceptions of cyberbullying prevention and intervention strategies. Psychology in the Schools, 49(4), 352-367. https://doi.org/10.1002/pits.21603
  94. Stives, K. L., May, D. C., Mack, M., & Bethel, C. L. (2021, May). Understanding responses to bullying from the parent perspective. In Frontiers in Education (Vol. 6, p. 642367). Frontiers Media SA. | https://doi.org/10.3389/feduc.2021.642367
  95. Swearer, M.S., Espelage, D., & Napolitano, S. (2009). Bullying prevention and intervention: Realistic strategies for schools. New York: Guilford Press
  96. Talu, E., & Gümüş, G. (2022). Türkiye’de akran zorbalığının ergenler arasında yaygınlığının incelenmesi: bir meta analiz çalışması. Trakya Eğitim Dergisi, 12(3), 1673-1682. https://doi.org/10.24315/tred.1030602
  97. Thomas, R. M. (2003). Blending qualitative and quantitative research methods in theses and dissertations. Corwin press.
  98. Thomas, H.J., Connor, J.P. & Scott, J.G. Integrating Traditional Bullying and Cyberbullying: Challenges of Definition and Measurement in Adolescents – a Review. Educ Psychol Rev, 27, 135–152 (2015). https://doi.org/10.1007/s10648-014-9261-7
  99. Tokunaga, R. S., & Aune, K. S. (2017). Cyber-Defense: A Taxonomy of Tactics for Managing Cyberstalking. Journal of Interpersonal Violence, 32(10), 1451–1475. https://doi.org/10.1177/0886260515589564
  100. Troop-Gordon, W., & Gerardy, H. (2012). Parents' beliefs about peer victimization and children's socio-emotional development. Journal of Applied Developmental Psychology, 33(1), 40-52. https://doi.org/10.1016/j.appdev.2011.10.001
  101. Tutar, H. (2023), Nitel araştırma deseni belirleme ölçütleri ve gerekçelendirilmesi. Kastamonu Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 25(1), 334-355.
  102. UNESCO. (2019). Behind the numbers: Ending school violence and bullying. Paris: UNESCO.
  103. Unnever, J. D., & Cornell, D. G. (2004). Middle school victims of bullying: Who reports being bullied?. Aggressive Behavior,30(5), 373-388. https://doi.org/10.1002/ab.20030
  104. Van Tassel-Baska, J., Zuo, L., Avery, L. D., & Little, C. A. (2004). A curriculum study of gifted-student learning in the language arts. In C. A. Tomlinson. (Ed.), Differentiation for gifted and talented students. Thousand Oaks, CA: Corwin Press: 165-190.
  105. Webb, J.T., Amend, A.R., Webb, N.E., Goerss, J., Beljan, P. & Olenchak, F.R. (2005). Misdiognasis and dual diagnosis of gifted children and adults: ADHD,Bipolar, OCD, Asperger’s depression, and other disorders. Scottsdale, AZ: Great Potential Press
  106. Willard, N. E. (2007). Cyberbullying and cyberthreats: Responding to the challenge of online social aggression, threats, and distress. Research press.
  107. Yang, B., Wang, B., Sun, N., Xu, F., Wang, L., Chen, J.,. & Sun, C. (2021). The consequences of cyberbullying and traditional bullying victimization among adolescents: Gender differences in psychological symptoms, self-harm and suicidality. Psychiatry research, 306, 114219. doi: 10.1016/j.psychres.2021.114219
  108. Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık
  109. Yuchang, J., Junyi, L., Junxiu, A., Jing, W., & Mingcheng, H. (2017). The Differential Victimization Associated With Depression and Anxiety in Cross-Cultural Perspective: A Meta-Analysis. Trauma, Violence, & Abuse, 20(4), 560-573. https://doi.org/10.1177/1524838017726426
  110. Biswas, T., Scott, J. G., Munir, K., Thomas, H. J., Huda, M. M., Hasan, M. M.,. & Mamun, A. A. (2020). Global variation in the prevalence of bullying victimisation amongst adolescents: Role of peer and parental supports. EClinicalMedicine, 20, 100276. https://doi.org/10.1016/j.eclinm.2020.100276
  111. Dağlıoğlu, H. E. (2010). Üstün yetenekli çocukların eğitiminde öğretmen yeterlilikleri ve özellikleri [Proficiency and Characteristics of Teachers in the Education of Gifted Children]. Milli Eğitim Dergisi, 40 (186), 72-84.
  112. Gladstone, G. L., Parker, G. B., & Malhi, G. S. (2006). Do bullied children become anxious and depressed adults?: A cross-sectional investigation of the correlates of bullying and anxious depression. The Journal of nervous and mental disease, 194(3), 201-208. https://doi.org/10.1111/j.1440-1614.2006.01777.x
  113. Matthews, D. J., & Foster, J. F. (2005). Mystery to mastery: Shifting paradigms in gifted education. Roeper Review, 28(2), 64–69. https://doi.org/10.1080/02783190609554340
  114. Sigurdson, J. F., Wallander, J., & Sund, A. M. (2014). Is involvement in school bullying associated with general health and psychosocial adjustment outcomes in adulthood?. Child abuse & neglect, 38(10), 1607-1617. https://doi.org/10.1186/1753-2000-8-21
  115. Stapinski, L. A., Bowes, L., Wolke, D., Pearson, R. M., Mahedy, L., Button, K. S.,. & Araya, R. (2014). Peer victimization during adolescence and risk for anxiety disorders in adulthood: a prospective cohort study. Depression and anxiety, 31(7), 574-582. https://doi.org/10.1002/da.22270
  116. Van Tassel-Baska, J., Zuo, L., Avery, L. D., & Little, C. A. (2004). A curriculum study of gifted-student learning in the language arts. In C. A. Tomlinson. (Ed.), Differentiation for gifted and talented students. Thousand Oaks, CA: Corwin Press: 165-190.
  117. Yang, B., Wang, B., Sun, N., Xu, F., Wang, L., Chen, J.,. & Sun, C. (2021). The consequences of cyberbullying and traditional bullying victimization among adolescents: Gender differences in psychological symptoms, self-harm and suicidality. Psychiatry research, 306, 114219. doi: 10.1016/j.psychres.2021.114219