Mechanisms of Moral Disengagement in the Transition from Cybergossip to Cyberaggression: A Longitudinal Study

The internet is an area where young people establish relationships and develop socially, emotionally and morally, but it also gives rise to certain forms of online behaviour, such as cybergossip, which are associated with cyberaggression and other risky behaviour. The aims of this study were to verify whether a longitudinal association exists between cybergossip and cyberaggression, and to discover which mechanisms of moral disengagement may mediate this relationship. The final sample consisted of 1392 students (50% girls; Mage = 13.47; SD = 0.77), who were surveyed in a three-wave longitudinal study at six-month intervals. The results obtained confirmed a direct, positive relationship between cybergossip, subsequent cyberaggression and the mediation exerted by cognitive restructuring in this transition. We discuss the importance of recognizing and detecting the fine distinction between online gossip and cyberaggression with the intention of doing harm, and focus on the justifications used by young people to normalize online bullying. To sum up, there is a clear need to encourage ethical, responsible behaviour in online interactions in order to achieve well-balanced, more sustainable relationships in classrooms

Dating Practices and Patterns of Disclosure among in-School Adolescents in Oyo State, Nigeria

Dating relationships are central to adolescents’ lives. Dating and romance are major topics of adolescents’ conversations and are linked to both positive and negative emotions. This study examined dating patterns, dating disclosure and parent’s awareness in Ibadan metropolis using a mixed method design and found that adolescents are confronted with cultural, religious, situational and self-imposed dilemmas in negotiating the boundaries between privacy and disclosure. Previous unsolicited sexual experiences and the media were influential in facilitating dating intentions. Gender and age were dominant factors in the disclosure and dating patterns of the adolescents with more females than males involved in dating, and older adolescents (ages 17-19) disclosing more abouttheir dating relationships to peers than those between 14 and 16 years of age. This research also established that when parents were suspicious of their adolescents’ involvement in dating because parents were apprehensive of adolescents’ ability to manage dating relationships, most adolescents distorted the information they divulged.Key Words: Dating relationships disclosure; parent-adolescent relations; crossgenerational communicatio

Effects of job pressure, opportunity, neutralization and workplace spirituality on workplace deviance : the moderating role of self-control

This study adopted a fraud triangle theory-like framework to examine the relationship between the constituents of job pressure, opportunity, neutralization, and deviant workplace behaviour (DWB) among lecturers in Nigerian public higher educational institutions (HEIs). The moderating role of self-control on the relationship between job pressure, opportunity, and neutralization was examined. Also, this study examined the relationship between workplace spirituality and DWB. Partial least squares structural equation modeling was used to analyze the 356 valid questionnaires returned. The results indicate that neutralization mediates the negative relationship between ethical climate and interpersonal deviance and the negative relationship between institutional policy and interpersonal deviance. The findings suggest that faculty members may not justify or provide reasons to engage in interpersonal deviance despite their negative perceptions of institutional policy and ethical climate. Also, neutralization mediates the positive relationships amongst work pressure and interpersonal deviance and workload and interpersonal deviance. The results suggest that interpersonal deviance may be justified if lecturers experience excessive work pressure and workload. Further, self-control moderates the negative relationship between ethical climate and neutralization, which means lecturers with high level of self-control may not use ethical climate of HEIs as an excuse to engage in organizational or interpersonal deviance. This study also found a significant and negative relationships between workplace spirituality and organizational deviance, which implies that workplace spirituality may minimize organizational deviance. The findings demonstrate a mixed support for the fraud-like triangle theory. Therefore, it can be concluded that a high level of self-control overrides the tendency of individuals to neutralize or engage in either organizational or interpersonal deviance. Limitations, suggestions for future research, theoretical, and practical implications are stated

Lise rehber öğretmenlerine yönelik tüm okul yaklaşımına dayalı sanal zorba farkındalığı ve sanal zorbalıkla başa çıkma stratejilerini kazandırma programının etkililiği

06.03.2018 tarihli ve 30352 sayılı Resmi Gazetede yayımlanan “Yükseköğretim Kanunu İle Bazı Kanun Ve Kanun Hükmünde Kararnamelerde Değişiklik Yapılması Hakkında Kanun” ile 18.06.2018 tarihli “Lisansüstü TEZlerin Elektronik Ortamda Toplanması, Düzenlenmesi ve Erişime Açılmasına İlişkin Yönerge” gereğince tam metin erişime açılmıştır.Bu araştımanın amacı, tüm okul yaklaşımına dayalı olarak hazırlanan sanal zorbalıkla başa çıkma stratejileri ve sanal zorba farkındalığını kazandırma programının rehber öğretmenler ve öğrenciler üzerindeki etkisini incelemektir. Çalışma grubunu 2017-2018 Eğitim-Öğretim yılı Bolu ilinde çalışan 24 Rehber Öğretmen ile yine Bolu'daki iki Mesleki ve iki Anadolu Lisesi'ne devam eden 675 öğrenci oluşturmuştur. Çalışma verilerinin toplanmasında Rehber Öğretmen boyutunda Öğretmenler için Sanal Zorbalıkla Başa Çıkma Stratejileri Ölçeği (ÖSZBÇSÖ) ile Öğretmenler için Sanal Zorba Farkındalık Ölçeği (ÖSZFÖ), öğrenci boyutunda ise Sanal Zorba Farkındalık Ölçeği (SZFÖ) ile Sanal Zorbalıkla Baş Etme Ölçeği (SZBEÖ) kullanılmıştır. Ayrıca her iki gruba yönelik olarak hazırlanan Kişisel Bilgi Formu ile temel betimsel bilgiler elde edilmiştir. Veriler, istatistik paket programları yardımıyla analiz edilmiştir. Verilerin analizinde ise ölçüm yapılan değişkenlere bağlı olarak temel betimsel testlerin yanında Shapiro-Wilk testi, Kolmogorov-Smirnov testi, Levene testi, t-testi, tekrarlı ölçümler için iki faktörlü varyans analizi (ANOVA) ile ölçümler arası farkları karşılaştırmak amacıyla Bonferroni çoklu karşılaştırma testleri kullanılmıştır. Çalışmanın ilk aşaması olan Rehber öğretmen boyutunda, tüm okul yaklaşımına dayalı olarak hazırlanan sanal zorbalıkla başa çıkma stratejileri ve sanal zorba farkındalığını kazandırma programının rehber öğretmenlerin sanal zorbalıkla başa çıkma stratejileri ile sanal zorba farkındalığı üzerindeki etkisi incelenmiştir. 12'si deney ve 12'si kontrol grundaki rehber öğretmenlerden deney grubundaki rehber öğretmenlere dört oturumluk eğitim programı uygulanmıştır. Ancak kontrol grubuna herhangi bir işlem yapılmamıştır. Yapılan analizler sonucunda deney grubundaki rehber öğretmenlerin sanal zorbalıkla başa çıkma stratejileri ile sanal zorba farkındalık puanlarının deneysel işlem sonrasında arttığı ve iki ay sonra yapılan izleme ölçümünde de bu düzeyin korunduğu görülmüştür. Bunun yanında kontrol grubundaki Rehber öğretmenlerin her iki ölçek için de son test ve izleme testi ölçümlerinde istatistiksel açıdan anlamlı bir fark olmadığı bulunmuştur. Çalışmanın diğer grubu olan öğrenciler ise deney ve kontrol grubundaki Rehber öğretmenlerin çalıştıkları okullardan seçilmiştir. Deney okullarında ise tüm okul yaklaşımına dayalı olarak yıllık rehberlik programına sanal zorbalık konusu eklenmiştir. Bu kapsamda öğrenci, öğretmen ve velilere eğitim verilmiştir. Yine öğrencilere yönelik grup rehberliği yapılmış, öğrenci ve velilere yönelik afiş ve broşür çalışmaları yapılmıştır. Kontrol okullarına ise herhangi bir işlem yapılmamıştır. Dönem sonunda deney ve kontol okullarında yapılan son test ölçümleri neticesinde deney grubunun sanal zorbalıkla baş etme ve sanal zorba farkındalık puanlarında anlamlı bir artış olduğu görülmüştür. Kontrol grubunda ise anlamlı bir değişim olmadığı bulunmuştur. Ancak deney grubundaki öğrencilerin sanal zorbalıkla baş etme puanlarında anlamlı bir değişim olmakla birlikte bu değişime ilişkin etki büyüklüğü küçük düzeyde kalmıştır. Anahtar Kelimeler: Sanal zorba farkındalığı, sanal zorbalıkla başa çıkma, rehber öğretmen, tüm okul yaklaşımı.This research aimed to investigate the effect of the program for bringing coping strategies with cyberbullying and cyberbullying awareness based on the whole-school approach on high school counselors and students. The study group was composed of 24 high school counselors working in Bolu and 675 students attending two Vocational and two Anatolian High Schools in Bolu in the 2017-2018 academic year. Scale of Coping Strategies with Cyberbullying for Teachers (SCSCT) and Cyberbullying Awareness Scale for Teachers (CAST) and the Cyberbullying Awareness Scale (CAS) and Coping With Cyberbullying Scale (CCS) for students were utilized to collect data. Basic descriptive information was obtained with a Personal Information Form prepared for both groups. The data were analyzed with a statistical software package. Along with the basic descriptive tests depending on the variables that were measured, Shapiro-Wilk test, Kolmogorov-Smirnov test, Levene test, t-test, two-factor variance analysis (ANOVA) for repeated measures and Bonferroni post-hoc test to compare the differences between measures were utilized in the data analysis. In the first step of the study which addressed the school counselors, the effect of the whole-school-based program for bringing coping strategies with cyberbullying and cyberbullying awareness on school counselors' coping strategies with cyberbullying and cyberbullying awareness was examined. With 12-individual experimental and 12-individual control groups included in the study, the four-session training program was applied to the school counselors in the experimental group. No procedures were followed in the control group. The analyses concluded that the school counselors had higher scores of coping strategies with cyberbullying and cyberbullying awareness after the experimental procedure, and it was observed in the follow-up measure conducted two months later that the scores remained on the same level. Moreover, no statistically significant difference was found between the control group school counselors' posttest and follow-up test scores of both scales. The participant students were selected from the schools of the school counselors in the experimental and control group. In the experimental schools, the topic of cyberbullying was added to the annual counseling program in accordance with the whole-school approach. Accordingly, students, teachers and parents were provided with training. Group counseling was carried out with the students and poster and leaflet activities was performed for students and parents. No procedures were followed in the control schools. At the end of the term, a significant increase was observed in the experimental group's scores of coping with cyberbullying and cyberbullying awareness in the posttests performed in the experimental and control schools. No significant difference was found in the control group. While there was a significant difference in the experimental group's scores of coping with cyberbullying, the effect size was found to be small. Keywords: Awearness of cyberbullying, coping with cyberbullying, guidance teacher, whole school approach

Predictors and Mediators of Secondary Cyberbullying with Videos

Cybermobbing wird in Anlehnung an das traditionelle Mobbing als absichtsvolles, wiederholtes Schikanieren unterlegener Personen mittels elektronischer Kommunikationstechnologien definiert. Beim traditionellen Mobbing tragen die Beobachter des Mobbings entscheidend zu dessen Bestehen oder Beenden bei, indem sie entweder den Täter anfeuern, wegschauen, oder das Opfer unterstützen. Obwohl angenommen wird, dass beim Cybermobbing vor allem die Unterstützung durch das Publikum die Tragweite eines Vorfalls wesentlich bestimmt, war diese bisher noch nicht Gegenstand der Forschung. In drei Laborstudien mit quasi-experimentellen und experimentellen Ansätzen wird untersucht, welche Faktoren eine Beteiligung am weiterführenden Cybermobbing, d.h. dem Verbreiten sich bereits im Umlauf befindender bloßstellender Videos, vorhersagen. Dazu wurden junge Erwachsene im Alter von 18 bis 30 Jahren befragt (Studie 1: 100 Teilnehmer; Studie 2: 97 Teilnehmer; Studie 3: 80 Teilnehmer). Die Ergebnisse zeigen, dass beim Teilen bloßstellender Videos die Erfüllung der eigenen Bedürfnisse, d.h. sich selbst gut zu fühlen, statt der negativen Konsequenzen für die vermeintlichen Opfer im Vordergrund steht. Für die Präventionsarbeit gegen Cybermobbing implizieren diese Ergebnisse, dass Aufklärung über die möglichen Konsequenzen geleistet werden sollte, die durch die Weiterleitung solcher Videos entstehen können. Beispielsweise sollte dazu angeregt werden, vor dem Teilen bloßstellender, entwürdigender Videos über mögliche Konsequenzen nachzudenken und gegebenenfalls ein solches Video zu melden.Referring to traditional bullying, cyberbullying is defined as intentional, repeated act to victimize persons, who are inferior, by the use of electronic communication technologies. Studies about traditional bullying revealed that bystander of an incident determine whether the bullying proceeds or is stopped by encouraging the bully or by looking away or by supporting the victim. Although it is widely assumed that mainly the audience is respondent for the repetition of cyberbullying, the support of cyberbullying by the audience was not in the spotlight of research yet. Three studies with quasi-experimental and experimental designs examined factors that predict why people participate in cyberbullying, i.e. sharing compromising videos which are already online. For this purpose young adults aged 18 to 30 years were interviewed (study 1: 100 participants; study 2: 97 participants; study 3: 80 participants). The results revealed that people who share compromising videos, which are already online, satisfy their own needs above all. Sharing compromising videos, which they evaluate as funny and encouraging, makes them feel good. However, they probably ignore the consequences for the victims. According to these results and in order to prevent cyberbullying with videos, an understanding of the consequences should be given. For example, people should be taught to think of the consequences the persons shown in the videos might experience before sharing a compromising video and report it to those responsible