TEACHERS' ATTITUDES TOWARD DIFFERENT TYPES OF BULLYING AND VICTIMIZATION IN TURKEY

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dc.authoridDuy, Baki/0000-0002-6082-8518
dc.authorwosidDuy, Baki/AAX-9281-2020
dc.contributor.authorDuy, Baki
dc.date.accessioned2024-08-04T20:37:53Z
dc.date.available2024-08-04T20:37:53Z
dc.date.issued2013
dc.departmentİnönü Üniversitesien_US
dc.description.abstractIn the present study, attitudes of elementary school teachers toward different types of bullying (verbal, physical, and relational) were investigated. Six written vignettes describing all types of bullying were given to 405 elementary school teachers (F= 218; M= 187). Results indicated that teachers perceived relational bullying, specifically, social exclusion, less serious than verbal and physical bullying. Unlike previous findings, however, the teachers considered verbal bullying behaviors more serious than physical bullying behaviors and were also more empathetic toward the victim physically bullied and the victim verbally bullied than the victim relationally bullied. Coherent with the findings of empathy, they were also more likely to intervene in verbal and physical bullying behaviors than relational bullying behaviors. Gender of the participant was a significant factor for all variables. The most rated intervention strategy was having a serious talk with the bully, regardless of the type of victimization. Multiple regression analysis illustrated that seriousness and empathy scores both predicted the need for intervention scores significantly in all types of bullying. The findings of this study highlight the importance of increasing teachers' awareness and knowledge about all types of bullying, their consequences, and intervention skills to lessen bullying behaviors.en_US
dc.identifier.doi10.1002/pits.21729
dc.identifier.endpage1002en_US
dc.identifier.issn0033-3085
dc.identifier.issn1520-6807
dc.identifier.issue10en_US
dc.identifier.scopus2-s2.0-84886591264en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage987en_US
dc.identifier.urihttps://doi.org/10.1002/pits.21729
dc.identifier.urihttps://hdl.handle.net/11616/96253
dc.identifier.volume50en_US
dc.identifier.wosWOS:000326068800003en_US
dc.identifier.wosqualityQ4en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherWileyen_US
dc.relation.ispartofPsychology in The Schoolsen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectPeer Victimizationen_US
dc.subjectSchoolen_US
dc.subjectPrevalenceen_US
dc.subjectDefinitionsen_US
dc.subjectPerceptionsen_US
dc.subjectStudentsen_US
dc.subjectResponsesen_US
dc.subjectGenderen_US
dc.subjectAgeen_US
dc.titleTEACHERS' ATTITUDES TOWARD DIFFERENT TYPES OF BULLYING AND VICTIMIZATION IN TURKEYen_US
dc.typeArticleen_US

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