Thesis Type: Postgraduate
Institution Of The Thesis: Bursa Uludağ University, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2020
Thesis Language: Turkish
Student: Yasemin Kaplan
Supervisor: SELMA GÜLEÇAbstract:
In the study, the relationship between the cyber bully and cyber victim status, which is included in the digital literacy skills in the Social Studies Curriculum, and the values of tolerance and self-confidence was examined. In addition, it was determined to show whether there is a significant difference among various variables of cyberbully/victim status (gender, having a pet, evidence-based thinking, state and frequency of using mass media, social media usage status and frequency, parents’ married/separated/death status, parents' education status, socio-economic status of the environment in which they live). From this point of view, the purpose of the study is to determine the degree and direction of the relationship between 8th grade students' cyberbully/victim behavior and values of tolerance and self-confidence. As a data collection tool; Virtual Bully/Victim Scale developed by Ayas and Horzum (2010); Tolerance Tendency Scale developed by Çalışkan and Sağlam (2012); Self-Confidence Scale developed by Akın (2007) and Personal Information Form developed by the researcher in order to access personal information were used. The sample of the study consists of 455 students studying at the 8th grade of public and private schools in Nilüfer, Yıldırım and Kestel districts of Bursa. Spearman's Rho Correlation analysis, Mann Whitney U analysis and Kruskal Wallis analysis were used to analyze the data. As a result of the study, a statistically significant difference was found among students' cyberbully/victim tendencies, gender, evidence-based thinking, using and frequency of mass media, and social media usage status and its frequency. While a significant difference was found between the cyberbully tendencies of the students and the variable of having a pet, no significant difference was found between the cyber victim and the variable of having a pet. No significant difference was found between the variables of parents' married/separated/death status, the socio-economic status of the place of residence and the educational status of the father, and the cyberbully/victim status. There is a significant difference between students' maternal education levels and cyberbullying tendencies, but no statistically significant difference was found between students’ maternal education levels and cyber victim tendencies. A statistically significant moderate correlation was found between the cyberbully/victim status of the students and their tolerance tendency levels and their selfconfidence levels.