Investigation of High School Students' Peer Bullying Levels in Terms of Various Variables

Abstract

In this study, it was aimed to examine the peer bullying levels of high school students in terms of various variables. The universe of the research consists of high school students in Istanbul. The research sample consists of 384 students. Descriptive analysis method was used in the research. In the study 'Information Form' and 'Peer Bullying Scale' were used as data collection tools. In the analysis of the data, Independent Groups t-Test, One Way Analysis of Variance were used. Within the scope of the research findings, It was determined that peer bullying differs significantly according to gender. It has been determined that male participants exhibit more bullying behaviors than female participants. When peer bullying scores were examined according to school type, it was determined that there was no significant difference. The research findings are discussed in the context of the literature.

An Investigation of the Relationship among High School Students' Self-Regulation, Free Time Management, and Self-Esteem

“…Contrary to studies that found significant differences in self-esteem scores among students based on the type of school they attended (Çeşit et al, 2011;Kaplan, 2021), this study did not find any statistically significant differences in selfesteem scores based on the type of school. Özbey and Gültekin (2021) did not find any significant differences in selfesteem scores among students attending religious vocational high schools, Anatolian high schools, and vocational and technical Anatolian high schools.…”

Relationship between Middle School Students’ Innovative Thinking Tendencies and Entrepreneurial Skills

“…The students were also determined to have high averages in the sub-dimensions of ITTSMSS, that is innovative self-efficacy, openness to innovation, innovative problem solving, innovative perseverance, and innovative group leadership. The results obtained in the innovative problem-solving sub-dimension are similar to those of Aras (2020), who, aiming to determine middle school students' innovative thinking levels, found them to have high innovative thinking levels in the problem-solving sub-dimension. Gök (2021), who explored the reflections of science-based entrepreneurship education modules on students' innovative thinking tendencies, detected that the students achieved high mean scores in all sub-dimensions of the ITTSMSS in both pre-and post-test administrations of the scale.…”

“…Avcı (2018) states that many definitions of entrepreneurship in the literature mention similar things and that entrepreneurship is principally based on the concepts of problem solving and evaluating opportunities. Aras (2020), describing entrepreneurship as a social and cultural phenomenon, states that there are different entrepreneurial characteristics in societies with different socio-cultural features and that in studies conducted in Turkey, entrepreneurial characteristics are associated with risk taking, self-confidence, need for success, ability to solve problems easily, good communication, etc. Above statements in previous studies are consistent with the results of the present study.…”

Investigation of Bullying in High School Students by Gender and School Type

“…When the research findings are examined, it is seen that there is no significant difference between the type of school the students attend and the scores of the bullying sub-dimension (Table 5). In a study conducted with 384 high school students, which supports the research findings, it was determined that the bullying sub-dimension did not differ significantly according to the school type variable (Alkan & Aslan, 2020). Similarly, in a study conducted by Adalar Çelenk and Yıldızlar (2019) with 478 students from different high schools to examine the frequency of peer bullying and victimization in high school students, no significant difference was found between bullying and school types.…”