Akademik Veri Yönetim Sistemi
TURK PSIKOLOJI DERGISI, cilt.20, sa.56, ss.77-95, 2005 (SSCI)
The main purpose of this study was to determine four groups of peer victimization as victim, bully, bully/victim and non-involved and the differences between them were compared according to peer acceptance, peer rejection, loneliness, and academic achievement. An additional aim of the present research was to investigate the sociometric status of these groups and compare them with regard to types of victimization and bullying behavior and gender. The sample consisted of 701 5th and 6th grade male and female students. "Sociometric Status Scale", "Loneliness and Social Dissatisfaction Scale", "The Peer Victimization Scale", and "The Peer Bullying Scale" were applied. The peer victimization groups were compared in terms of peer acceptance, peer rejection, loneliness, and academic achievement. This comparison revealed that bully/victim children were more rejected by their peers and also had lower grade than non-involved children, and both victim and bullylvictim children were lonelier than bully and non-involved children. Our data have indicated that victim children were located more in rejected status than neglected status, bully/victim children located more in rejected status than all sociometric status and non-involved children located more in popular and average status than other sociometric status. Types of victimization and bullying were also compared according to sociometric status and gender. Our data indicated that terror and overt victimization is more likely to be experienced by rejected children in comparison to all other children, relational victimization is; more likely to be experienced by rejected children in comparison to popular and average children, and also rejected children experienced more attacks on property than the popular children. It was also found that rejected children reported more terror than other children. With respect to gender, teasing and relational victimization were experienced more often by female students, whereas terror, teasing, overt and relational bullying were more reported by male students.