Examination of the relationship between teachers’ cyberbullying awareness and online technologies self-efficacy (istanbul silivri sample)

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dc.contributor.authorGürpınar, Aslı
dc.contributor.authorOğuz, Ebru
dc.date.accessioned2018-12-13T07:44:32Z
dc.date.available2018-12-13T07:44:32Z
dc.date.issued2018
dc.departmentİnönü Üniversitesien_US
dc.descriptionİnönü University Journal of the Faculty of Education Vol 19, No 1, 2018 pp. 82-100 DOI: 10.17679/inuefd.298529en_US
dc.description.abstractAbstract: The aim of this research is to examine teachers’ cyberbullying awareness level of students’ cyberbullying/cyber victimization experiences and online technologies selfefficacy in terms of various variables and to determine the relationship between teachers’ cyberbullying awareness level and online technologies self-efficacy. The research was conducted with 486 teachers at secondary and high schools in Silivri, İstanbul. At the research carried out by relational scanning and ex post facto models, Personal Information Form, Teachers’ Cyberbullying Awareness Scale and Online Technologies Self-Efficacy Scale were used to collect data. Data analysis was done using descriptive statistics, parametric and nonparametric tests and Pearson Correlation Technique. Teachers’ cyberbullying awareness level is fairly high. There is a significant difference in terms of variables such as gender, attending an occupational development seminar on cyberbullying, being targetted at cyberbulling and witnessing cyberbullying in their social environment. Teachers’ online technologies self-efficacy scores are also high. There is a significant difference in terms of variables such as gender, field of study, seniority, having a child, having a social media account, connecting to internet via mobile phone, internet use frequency out of work, daily time spent on internet out of work and witnessing cyberbullying in their social environment. There is low-level, positive, meaningful correlation between cyberbullying awareness level and online technologies self-efficacy. Keywords: Bullying, Cyberbullying, Cyber Victimization, Awareness of Cyberbullying, Online Technologies Self-Efficacyen_US
dc.identifier.citationGürpınar, A. ve Oğuz, E. (2018). Examination of the Relationship between Teachers’ Cyberbullying Awareness and Online Technologies Self-Efficacy (İstanbul Silivri Sample), Inonu University Journal of the Faculty of Education, 19(1), 82-100.en_US
dc.identifier.doi10.17679/inuefd.298529en_US
dc.identifier.endpage100en_US
dc.identifier.issue1en_US
dc.identifier.startpage82en_US
dc.identifier.urihttp://dergipark.gov.tr/download/article-file/436995
dc.identifier.urihttps://hdl.handle.net/11616/9241
dc.identifier.volume19en_US
dc.language.isotren_US
dc.publisherİnönü Üniversitesien_US
dc.relation.ispartofİnönü Üniversitesi Eğitim Fakültesi Dergisien_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectBullyingen_US
dc.subjectCyberbullyingen_US
dc.subjectCyber victimizationen_US
dc.subjectAwareness of cyberbullyingen_US
dc.subjectOnline Technologies Self-Efficacyen_US
dc.titleExamination of the relationship between teachers’ cyberbullying awareness and online technologies self-efficacy (istanbul silivri sample)en_US
dc.title.alternativeÖğretmenlerin sanal zorbalık farkındalığı ve çevrimiçi teknolojiler öz-yeterliği arasındaki ilişkinin incelenmesi (istanbul silivri örneği)en_US
dc.typeArticleen_US

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