زورگویی در میان دانش آموزان دبیرستانی ترکیه

Abstract Objective The purpose of this study was to investigate school bullying among public high school students in Turkey. Method This study used a survey to examine different aspects of bullying in schools. The participants (N = 692) were students chosen from five state high schools in Ankara in the 2000–2001 academic year. A self-administered questionnaire of 28 single or multiple-choice questions was devised by the authors to examine the students’ perceptions of bullying in schools. Descriptive statistical analyses were used to interpret the data.

Over the last 20 years there has been a growing awareness of school bullying in many countries of the world. As Olweus (1993), Oliver, Hoover, and Hazler (1994), Banks (1997), and Fitzgerald (1999) have pointed out, bullying in schools is a worldwide problem that can have negative consequences on the general school climate and on the rights of students to learn in a safe environment without fear. Bullies come from virtually all social classes and family backgrounds. The main characteristic of bullies is the need to feel powerful and in control. Bullies seem to derive satisfaction from imposing injury and suffering on others (Banks, 1997 and Elliot, 1998). Bullies also have little sympathy for their victims (Fitzgerald, 1999 and Olweus, 1999) and defend their actions by saying that their victims provoked them in some way (Banks, 1997 and Elliot, 1998). Stephenson and Smith (1989) pointed out that the bullies/victims are the least popular in their peer groups, are easily provoked and provoke others. Studies also indicate that victims rarely defend themselves or react when confronted by bullies. Victims tend to be close to their parents, quiet, and may have parents who can be described as overprotective (Olweus, 1993 and Elliot, 1997).

Over the last 20 years there has been a growing awareness of school bullying in many countries of the world. As Olweus (1993), Oliver, Hoover, and Hazler (1994), Banks (1997), and Fitzgerald (1999) have pointed out, bullying in schools is a worldwide problem that can have negative consequences on the general school climate and on the rights of students to learn in a safe environment without fear. Bullies come from virtually all social classes and family backgrounds. The main characteristic of bullies is the need to feel powerful and in control. Bullies seem to derive satisfaction from imposing injury and suffering on others (Banks, 1997 and Elliot, 1998). Bullies also have little sympathy for their victims (Fitzgerald, 1999 and Olweus, 1999) and defend their actions by saying that their victims provoked them in some way (Banks, 1997 and Elliot, 1998). Stephenson and Smith (1989) pointed out that the bullies/victims are the least popular in their peer groups, are easily provoked and provoke others. Studies also indicate that victims rarely defend themselves or react when confronted by bullies. Victims tend to be close to their parents, quiet, and may have parents who can be described as overprotective (Olweus, 1993 and Elliot, 1997).