No abstract

ARTICLE INFOIndividuals' access to digital tools and the internet is increasing. As a result, digital literacy and cyberbullying have become the elements that countries pay attention to in their individual profiles. The purpose of this research is to examine the relationship between digital literacy and cyberbullying of secondary school fifth-grade students. A quantitative research approach was used in the research and a correlational survey design was preferred. A simple random sampling method was used in the sampling process. The sample of the study consisted of 255 fifth-grade students attending secondary school in a city located in the Central Anatolia Region. "Personal Information Form", "Digital Literacy Scale" and "Cyberbullying Scale" were used as data collection tools. Research data were analyzed through the SPSS 22.0 program. Independent sample t-test, one-way analysis of variance, and Pearson correlation analysis were used in the analysis of the data. As a result of the analyzes, it was found that digital literacy scores differed significantly according to the variables of personal computer ownership, daily internet usage, father and mother educational status, but did not show a significant difference according to the gender variable. When the results of the research were evaluated in terms of the cyberbullying dependent variable, it was found that the students' cyberbullying average scores changed significantly according to the variables of father and mother education status, but there was no difference in terms of gender, personal computer ownership and daily internet usage time. As a result of Pearson correlation analysis, it was determined that there was a negative and significant relationship between digital literacy and cyberbullying scores.