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It is seen that cyberbullying and cyber victimization have become important problems nowadays because students misuse the information and communication technologies to harm each other. Such events experienced between students at the school have negative effects on academic, psychological and social performance of students. Students may use different methods and techniques to cope with cyberbullying. This study is designed to develop a scale for identifying the coping strategies of students. Confirmatory factor analysis and exploratory factor analysis were applied to the data in the research. 264 high school students from Sakarya participated in the study for exploratory factor analysis. 140 of them were attending at the ninth grade (53%) and 14 of them were the 11th-grade students. 129 of the participants (48,9%) were female and 135 of them (51,1%) were male. 277 high school students from Sakarya participated in the second study for confirmatory factor analysis. 135 (48.7%) of the students were studying in the ninth grade while 142 (51.3%) of them were in 10th grade. 136 (49.1%) of the students were female, 141 (50.9%) of them were male. The ages of the students varied between 15 and 18. During the process of the scale development, first of all, the literature related to the strategies of coping with cyber bullying was reviewed and an item pool was created. Scale was corrected according to expert views, and then, construct validity, factor analysis and reliability analysis were applied. Confirmatory factor analysis and exploratory factor analysis were applied for factorial validity. Moreover, convergence was used for construct validity and Cronbach Alpha and composite reliability coefficient were utilized for distinguishing validity and reliability. Finally, a valid and reliable scale of coping with cyber bullying that has 19 items and 4 factors was developed.

Teknolojik gelişmeleri yakından takip eden öğrencilerin bu teknolojik gelişmeleri amacının dışında kullanmaları sonucu öğrenciler arasında yeni bir zorbalık türü olan sanal zorbalık görülmeye başlanmıştır. Sanal zorbalık, internet ve diğer dijital teknolojiler kullanılarak diğerlerine bilinçli ve kasıtlı olarak zarar vermek olarak tanımlanabilir. Bu çalışmada ilköğretim ikinci kademedeki öğrencilerinin psikolojik belirtilere göre sanal zorbalık düzeyinin yordanması amaçlanmıştır. Araştırmanın çalışma grubunu, Sakarya ili hendek ilçesinde 2011-2012 eğitim öğretim yılının ikinci döneminde ilköğretime devam eden 192 si kız 215’i erkek olmak üzere toplam 407 kişi oluşturmaktadır. Araştırmada veri toplama aracı olarak Sanal Zorba/Kurban Ölçeği ve Kısa Semptom Envanteri kullanılmıştır. Sanal zorbalık düzeyi psikolojik belirtiler arasındaki korelasyon incelendiğinde, sanal zorbalık düzeyi ile öfke düşmanlık, depresyon, kişiler arası duyarlılık ve psikotizm psikolojik belirtileri arasında pozitif bir korelasyon olduğu görülmektedir

This study assessed the relationship between computer game addiction and computer game usage time, age, gender, BIG-5 personality, and chronotype. Seven hundred and forty-one adolescents from Turkey responded to questionnaires on these topics. We found that computer game addiction, computer game usage time, and chronotype were related with each other. Evening-oriented, younger, and male students had higher computer game addiction scores than morning-oriented, older, and female students. Furthermore, extraverted and agreeable students reported lower computer game addiction. No significant relationship was observed between students’ computer game addiction scores and openness to experience, conscientiousness. We conclude that evening types may be more prone to computer game addiction than morning types.