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Çok boyutlu zorbalık mağduriyeti ölçeğinin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması

Year 2020, Volume: 7 Issue: 2, 137 - 152, 31.08.2020

Yakup İme Seval Erden Çınar Muhammet Şerif Keskinoğlu Hasan Kütük

https://doi.org/10.30900/kafkasegt.732493

Abstract

Bu çalışmanın amacı, Harbin, Kelley,Piscitello ve Walker (2018) tarafından geliştirilen Çok Boyutlu Zorbalık Mağduriyet Ölçeği’ni Türkçeye uyarlayıp geçerlik ve güvenirlik çalışmasını gerçekleştirmektir. Ölçek 11 ile 18 yaş aralığındaki öğrencilerin zorbalık karşısında mağduriyetlerini belirlemeye yönelik hazırlanmıştır. Araştırmaya 347 kız ve 376 erkek olmak üzere toplam 723 ortaokul ve lise öğrencisi katılmıştır. Ölçeğin psikometrik özellikleri; iç tutarlık, dil geçerlik, ölçüt bağlantı geçerlik ve doğrulayıcı faktör analizi yöntemleri ile incelenmiştir. Ölçeğin yapı geçerliği için doğrulayıcı faktör analizi yapılmış ve ölçeğin orijinal yapısındaki alt boyutlarını oluşturan üçlü yapı doğrulanmıştır. Ölçüt bağlantı geçerlik çalışması sonucunda Çok Boyutlu Zorbalık Mağduriyeti ölçeği ile California Mağduriyet Ölçeği ve Siber Mağduriyet Ölçeği puanları arasında pozitif yönlü anlamlı ilişkiler bulunmuştur. İç tutarlık güvenirlik Cronbach alpha katsayısı ölçeğin geneli için .84, alt boyutlar için ise doğrudan mağduriyet için .92, dolaylı mağduriyet için .88 ve değerlendirilen mağduriyet için .88 olarak bulunmuştur. Test-tekrar test korelasyon katsayısı ise .88 olarak saptanmıştır. Araştırma sonuçları Çok Boyutlu Zorbalık Mağduriyet Ölçeği Türkçe formunun geçerli ve güvenilir bir ölçme aracı olduğunu ve Türkiye’de yürütülecek bilimsel çalışmalarda kullanılabileceğini ortaya koymuştur.

Keywords

Zorbalık zorbalık mağduriyeti ergenler ölçek uyarlama

References

  • Ahmed, E. and Braithwaite, W. (2004). Bullying and victimization: cause for concern for both families and schools. Social Psychology of Education, 7, 35-54.
  • Alikaşifoğlu, M. (2011). Akran istismarı. Türk Pediatri Arşivi Dergisi, 46, 31-34.
  • Arıcak, O.T., Tanrıkulu,T. ve Kınay, H.(2012). Siber mağduriyet ölçeğinin ilk psikometrik bulguları. Akdeniz Eğitim Araştırmaları Dergisi,11, 1-6
  • Arslan, S. ve Savaşer, S. (2009). Akran zorbalığını önlemede okul hemşirelerinin rolü. Maltepe Üniversitesi Hemşirelik Bilim ve Sanatı Dergisi, 2 (3), 118-123.
  • Atik, G. ve Güneri, O. (2012). California bullying victimization scale: validity and reliability evidence for the Turkish middle school children. Social and Behavioral Sciences, 46, 1237-1241.
  • Ayas,T. and Pişkin,M.(2011). Investigation of bullying among high school students with regard to sex, grade level and school type. Elementary Education Online, 10(2), 550-568
  • Baker, Ö. ve Kavşut, F. (2007). Akran zorbalığının yeni yüzü: siber zorbalık. Eğitim Araştırmaları, 27, 31-42.
  • Benedict, F. T., Vivier, P. M., and Gjelsvik, A. (2015). Mental health and bullying in the United States among children aged 6 to 17. Journal of Interpersonal Violence, 30(5), 782-795.
  • Beran, T., and Li, Q. (2007). The relationship between cyber bullying and school bullying. Journal of Student Wellbeing, 1, 15–33.
  • Bradshaw, C. P., Sawyer, A. L., and O’Brennan, L. M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36(3), 361-382.
  • Breivik, K., and Olweus, D. (2006). Adolescent’s adjustment in four post-divorce family structures: Single mother, stepfather, joint physical custody and single father families. Journal of Divorce and Remarriage, 44, 99–124.
  • Bridge, B. (2003). Zorbalık bilinmeyen çeşitleri ve çözümleri. İstanbul: Beyaz Yayınları.
  • Bronfenbrenner, U. (1994). Ecological models of human development. In T. Husen & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., pp. 1643- 1647). New York: Elsevier Science.
  • Buhs, E. S., and Ladd, G. W. (2001). Peer rejection in kindergarten as an antecedent of young children’s school adjustment: An examination of mediating processes. Developmental Psychology, 37, 550–560.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2016). Bilimsel araştırma yöntemleri. Ankara: Pegem Yayıncılık.
  • Büyüköztürk, Ş.(2018).Sosyal Bilimler için veri analizi el kitabı. İstatistik araştırma deseni SPSS uygulamaları ve yorum (24.Baskı). Ankara: Pegem Akademi.
  • Crick, Nicki R.,Dodge,and Kenneth A. (1994). Ecological models of human development. Psychological Bulletin, 115(1), 74-101.
  • Dilmaç, B.(2017). The relationship between adolescents’ levels of hopelessness and cyber bullying: the role of values. Educational Sciences: Theory and Practice, 17(4), 1119-1133
  • Eroğlu, Y. ve Peker, A. (2011). Aileden ve arkadaştan algılanan sosyal destek ve siber mağduriyet: yapısal eşitlik modeliyle bir inceleme. Akademik Bakış Dergisi, 27(1), 1–15
  • Espelage, D. (2014). Ecological theory: Preventing youth bullying, aggression, and victimization. Theory Into Practice, 53(4), 257–264.
  • Espelage, D. L., Low, S., and De La Rue, L. (2012). Relations between peer victimization subtypes, family violence, and psychological outcomes during adolescence. Psychology of Violence, 2, 313–324.
  • Felix, E. D., Sharkey, J. D., Green, J. G., Furlong, M. J. and Tanigawa, D. (2011).Getting precise and pragmatic about the assessment of bullying: . Aggressive Behavior, 37, 234-247.
  • Güvenir, T. (2004). Okulda akran istismarı. Ankara: Kök Yayıncılık.
  • Harbin, S. M., Kelley, M. L., Piscitello, J., and Walker, S. J. (2018). Multidimensional bullying victimization scale: development and validation. Journal of School Violence, 18(1), 146–161
  • Hawker, D. S. J. and Boulton, M. J. (2000). Twenty years' research on peer victimization and psychosocial maladjustment: a meta-analytic review of cross-sectional studies. Journal of Child Psychology and Psychiatry, 41(4), 441-455.
  • Hunt, C., Peters, L., and Rapee, R. M. (2012). Development of a measure of the experience of being bullied in youth. Psychological Assessment, 24(1), 156–165. Kapcı,E.G.(2004).İlköğretim öğrencilerinin zorbalığa maruz kalma türünün ve sıklığının depresyon, kaygı ve benlik saygısıyla ilişkisi.Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 37, 1–13
  • Katzer, C., Fetchenhauer, D., and Belschack, R. (2009).Cyber bullying: who are the victims? A comparison of victimization in Internet chatrooms and victimization at school. Journal of Media Psychology, 21, 25–36.
  • Kline, R.B.(2005).Principles and practice of structural equation modeling (Second Edition ). NY: Guilford Publications.
  • Klomek, A. B., Marrocco, F., Kleinman, M., Schonfeld, I. S., and Gould, M. S. (2007). Bullying, depression, and suicidality in adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 46, 40-49.
  • Lam, S., Law, W., Chan, C., Wong, B., and Zhang, X. (2015). A latent class growth analysis of school bullying and its social context: the self-determination theory perspective. School Psychology Quarterly, 30(1), 75–90.
  • Lavrakas, P.J. (2008). Intoduction. In P.J. Lavrakas (Ed.), Encyclopedia of Survey Research Methods (pp.35-41). California:Sage.
  • Maruyama, G.M. (1998). Basics of structural equation modeling (First Edition).CA:Sage Publications
  • Menesini E, Modena M, Tani F. (2009) Bullying and victimization in adolescence: concurrent and stable roles and psychological health symptoms. The Journal of Genetic Psychology, 170, 115-133.
  • Monks, C. B., Smith, P. K., Naylor, P. B. and Barter, C. (2009). Bullying in different contexts: commonalities, differences and the role of theory. Aggression and Violent Behavior 14(2):146-156 ·
  • Nansel, T., Overpeck, M., Pilla, R., Ruan, W., Simons-Morton, B., and Scheidt, P. (2001). Bullying behaviors among US youth: prevalence and association with psychosocial adjustment. American Medical Association, 285(16), 2094– 2100.
  • Nickerson, A. B., Singleton, D., Schnurr, B., and Collen, M.H. (2014). Perceptions of school climate as a function of bullying involvement. Journal of Applied School Psychology, 30, 157-181.
  • Olweus, D. (1978). Aggression in the schools: bullies and whipping boys. London: Hemisphere.
  • Olweus, D. (2001). Peer harassment: A critical analysis and some important questions. In J. Juvonen & S. Graham (Eds.), Peer harassment in school (pp. 3–20). New York: Guilford Press.
  • Olweus, D. and Breivik, K. (2014). Plight of Victims of School Bullying: The Opposite of Well-Being. In A. Ben-Arieh, F.Cassas, I Frones, and J.E.Korbin (Eds.), Handbook of Child Well-Being (pp.2593-2616). Dordrecht: Springer.
  • Özgüven, E.(1994). Psikolojik testler. Ankara: Yeni Doğuş Matbaası.
  • Paul, S., Smith, P. K., and Blumberg, H. H. (2013). Surveying bullying using peer nomination methods. Paediatrics Today, 9(1), 102–111.
  • Rigby, K. (2003). Consequences of bullying in schools. The Canadian Journal of Psychiatry, 48(9),583-590
  • Rivers, I., Poteat, V. P., Noret, N., and Ashurst, N. (2009). Observing bullying at school: the mental health implications of witness status. School Psychology Quarterly, 24(4), 211–223.
  • Seals, D. ve Young, J (2003). Bullying and victimization: prevalence and relationship to gender, grade level, ethnicity, self-esteem, and depression. Adolescence, 38(152), 735-747.
  • Schafer, M., Korn, S., Smith, P., Hunter, S. C., Merchan, J. M., Singer, M. M., and Meulen, K. (2004). Lonely in the crowd: recollections of bullying. British Journal of Developmental Psychology, 22, 379–394.
  • Smokowski,P.R. and Evans,C.B.R. (2019).Bullying and victimization across the lifespan. Playground politics and power.Cham:Springer. Sutton, J., Smith, P. K., and Swettenham, J. (1999). Bullying and ‘theory of mind’: A critique of the ‘social skills deficit’ view of anti-social behavior. Social Development, 8(1), 117–127.
  • Şahin, M. ve Akbaba,S.(2010). İlköğretim okullarında zorbacı davranışların azaltılmasına yönelik empati eğitim programının etkisinin araştırılması. Kastamonu Eğitim Dergisi,18(1),331-342.
  • Şahin, M. Sarı, S. V. Özer, Ö. ve Er, S.H (2010). Lise öğrencilerinin siber zorba davranışlarda bulunma ve maruz kalma durumlarına ilişkin görüşleri. SDÜ Fen Edebiyat Fakültesi Sosyal Bilimler Dergisi 21,257-270.
  • Şeker, H ve Gençdoğan, B. (2014). Psikolojide ve eğitimde ölçme aracı geliştirme. Ankara: Nobel yayınevi.
  • Tabachnick B.G. and Fidel, L.S. (2001). Using multivariate statistics (Fourth Edition).MA: Allyn and Bacon
  • Thomas, H. J., Connor, J. P., and Scott, J. G. (2015). Integrating traditional bullying and cyber bullying: challenges of definition and measurement in adolescents—a review. Educational Psychology Review, 27, 135–152.
  • Ttofi, M. and Farrington, D. (2008). Reintegrative shaming theory, moral emotions and bullying. Aggressive Behavior, 34(4),352-368
  • Underwood, M. K. (2003). Social aggression among girls. New York: The Guilford Press.
  • Waasdorp, T., and Bradshaw, C. (2015). The overlap between cyber bullying and traditional bullying. Journal of Adolescent Health, 56, 483–488.
  • Williams, K. and Kennedy, J.H. (2012). Bullying behaviors and attachment styles. North American Journal of Psychology, 14(2), 321-338. Yavuzer, H. (2007). Gençleri anlamak (Yedinci Baskı) İstanbul: Remzi Kitapevi.
  • You, S., Furlong, M. J., Felix, E., Sharkey, J. D., Tanigawa, D., and Greif -Green, J. (2008). Relations among school connectedness, hope, life satisfaction, and bully victimization. Psychology in the Schools, 45(5), 446-460.

Year 2020, Volume: 7 Issue: 2, 137 - 152, 31.08.2020

Yakup İme Seval Erden Çınar Muhammet Şerif Keskinoğlu Hasan Kütük

https://doi.org/10.30900/kafkasegt.732493

Abstract

References

  • Ahmed, E. and Braithwaite, W. (2004). Bullying and victimization: cause for concern for both families and schools. Social Psychology of Education, 7, 35-54.
  • Alikaşifoğlu, M. (2011). Akran istismarı. Türk Pediatri Arşivi Dergisi, 46, 31-34.
  • Arıcak, O.T., Tanrıkulu,T. ve Kınay, H.(2012). Siber mağduriyet ölçeğinin ilk psikometrik bulguları. Akdeniz Eğitim Araştırmaları Dergisi,11, 1-6
  • Arslan, S. ve Savaşer, S. (2009). Akran zorbalığını önlemede okul hemşirelerinin rolü. Maltepe Üniversitesi Hemşirelik Bilim ve Sanatı Dergisi, 2 (3), 118-123.
  • Atik, G. ve Güneri, O. (2012). California bullying victimization scale: validity and reliability evidence for the Turkish middle school children. Social and Behavioral Sciences, 46, 1237-1241.
  • Ayas,T. and Pişkin,M.(2011). Investigation of bullying among high school students with regard to sex, grade level and school type. Elementary Education Online, 10(2), 550-568
  • Baker, Ö. ve Kavşut, F. (2007). Akran zorbalığının yeni yüzü: siber zorbalık. Eğitim Araştırmaları, 27, 31-42.
  • Benedict, F. T., Vivier, P. M., and Gjelsvik, A. (2015). Mental health and bullying in the United States among children aged 6 to 17. Journal of Interpersonal Violence, 30(5), 782-795.
  • Beran, T., and Li, Q. (2007). The relationship between cyber bullying and school bullying. Journal of Student Wellbeing, 1, 15–33.
  • Bradshaw, C. P., Sawyer, A. L., and O’Brennan, L. M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36(3), 361-382.
  • Breivik, K., and Olweus, D. (2006). Adolescent’s adjustment in four post-divorce family structures: Single mother, stepfather, joint physical custody and single father families. Journal of Divorce and Remarriage, 44, 99–124.
  • Bridge, B. (2003). Zorbalık bilinmeyen çeşitleri ve çözümleri. İstanbul: Beyaz Yayınları.
  • Bronfenbrenner, U. (1994). Ecological models of human development. In T. Husen & T. N. Postlethwaite (Eds.), The international encyclopedia of education (2nd ed., pp. 1643- 1647). New York: Elsevier Science.
  • Buhs, E. S., and Ladd, G. W. (2001). Peer rejection in kindergarten as an antecedent of young children’s school adjustment: An examination of mediating processes. Developmental Psychology, 37, 550–560.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2016). Bilimsel araştırma yöntemleri. Ankara: Pegem Yayıncılık.
  • Büyüköztürk, Ş.(2018).Sosyal Bilimler için veri analizi el kitabı. İstatistik araştırma deseni SPSS uygulamaları ve yorum (24.Baskı). Ankara: Pegem Akademi.
  • Crick, Nicki R.,Dodge,and Kenneth A. (1994). Ecological models of human development. Psychological Bulletin, 115(1), 74-101.
  • Dilmaç, B.(2017). The relationship between adolescents’ levels of hopelessness and cyber bullying: the role of values. Educational Sciences: Theory and Practice, 17(4), 1119-1133
  • Eroğlu, Y. ve Peker, A. (2011). Aileden ve arkadaştan algılanan sosyal destek ve siber mağduriyet: yapısal eşitlik modeliyle bir inceleme. Akademik Bakış Dergisi, 27(1), 1–15
  • Espelage, D. (2014). Ecological theory: Preventing youth bullying, aggression, and victimization. Theory Into Practice, 53(4), 257–264.
  • Espelage, D. L., Low, S., and De La Rue, L. (2012). Relations between peer victimization subtypes, family violence, and psychological outcomes during adolescence. Psychology of Violence, 2, 313–324.
  • Felix, E. D., Sharkey, J. D., Green, J. G., Furlong, M. J. and Tanigawa, D. (2011).Getting precise and pragmatic about the assessment of bullying: . Aggressive Behavior, 37, 234-247.
  • Güvenir, T. (2004). Okulda akran istismarı. Ankara: Kök Yayıncılık.
  • Harbin, S. M., Kelley, M. L., Piscitello, J., and Walker, S. J. (2018). Multidimensional bullying victimization scale: development and validation. Journal of School Violence, 18(1), 146–161
  • Hawker, D. S. J. and Boulton, M. J. (2000). Twenty years' research on peer victimization and psychosocial maladjustment: a meta-analytic review of cross-sectional studies. Journal of Child Psychology and Psychiatry, 41(4), 441-455.
  • Hunt, C., Peters, L., and Rapee, R. M. (2012). Development of a measure of the experience of being bullied in youth. Psychological Assessment, 24(1), 156–165. Kapcı,E.G.(2004).İlköğretim öğrencilerinin zorbalığa maruz kalma türünün ve sıklığının depresyon, kaygı ve benlik saygısıyla ilişkisi.Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 37, 1–13
  • Katzer, C., Fetchenhauer, D., and Belschack, R. (2009).Cyber bullying: who are the victims? A comparison of victimization in Internet chatrooms and victimization at school. Journal of Media Psychology, 21, 25–36.
  • Kline, R.B.(2005).Principles and practice of structural equation modeling (Second Edition ). NY: Guilford Publications.
  • Klomek, A. B., Marrocco, F., Kleinman, M., Schonfeld, I. S., and Gould, M. S. (2007). Bullying, depression, and suicidality in adolescents. Journal of the American Academy of Child and Adolescent Psychiatry, 46, 40-49.
  • Lam, S., Law, W., Chan, C., Wong, B., and Zhang, X. (2015). A latent class growth analysis of school bullying and its social context: the self-determination theory perspective. School Psychology Quarterly, 30(1), 75–90.
  • Lavrakas, P.J. (2008). Intoduction. In P.J. Lavrakas (Ed.), Encyclopedia of Survey Research Methods (pp.35-41). California:Sage.
  • Maruyama, G.M. (1998). Basics of structural equation modeling (First Edition).CA:Sage Publications
  • Menesini E, Modena M, Tani F. (2009) Bullying and victimization in adolescence: concurrent and stable roles and psychological health symptoms. The Journal of Genetic Psychology, 170, 115-133.
  • Monks, C. B., Smith, P. K., Naylor, P. B. and Barter, C. (2009). Bullying in different contexts: commonalities, differences and the role of theory. Aggression and Violent Behavior 14(2):146-156 ·
  • Nansel, T., Overpeck, M., Pilla, R., Ruan, W., Simons-Morton, B., and Scheidt, P. (2001). Bullying behaviors among US youth: prevalence and association with psychosocial adjustment. American Medical Association, 285(16), 2094– 2100.
  • Nickerson, A. B., Singleton, D., Schnurr, B., and Collen, M.H. (2014). Perceptions of school climate as a function of bullying involvement. Journal of Applied School Psychology, 30, 157-181.
  • Olweus, D. (1978). Aggression in the schools: bullies and whipping boys. London: Hemisphere.
  • Olweus, D. (2001). Peer harassment: A critical analysis and some important questions. In J. Juvonen & S. Graham (Eds.), Peer harassment in school (pp. 3–20). New York: Guilford Press.
  • Olweus, D. and Breivik, K. (2014). Plight of Victims of School Bullying: The Opposite of Well-Being. In A. Ben-Arieh, F.Cassas, I Frones, and J.E.Korbin (Eds.), Handbook of Child Well-Being (pp.2593-2616). Dordrecht: Springer.
  • Özgüven, E.(1994). Psikolojik testler. Ankara: Yeni Doğuş Matbaası.
  • Paul, S., Smith, P. K., and Blumberg, H. H. (2013). Surveying bullying using peer nomination methods. Paediatrics Today, 9(1), 102–111.
  • Rigby, K. (2003). Consequences of bullying in schools. The Canadian Journal of Psychiatry, 48(9),583-590
  • Rivers, I., Poteat, V. P., Noret, N., and Ashurst, N. (2009). Observing bullying at school: the mental health implications of witness status. School Psychology Quarterly, 24(4), 211–223.
  • Seals, D. ve Young, J (2003). Bullying and victimization: prevalence and relationship to gender, grade level, ethnicity, self-esteem, and depression. Adolescence, 38(152), 735-747.
  • Schafer, M., Korn, S., Smith, P., Hunter, S. C., Merchan, J. M., Singer, M. M., and Meulen, K. (2004). Lonely in the crowd: recollections of bullying. British Journal of Developmental Psychology, 22, 379–394.
  • Smokowski,P.R. and Evans,C.B.R. (2019).Bullying and victimization across the lifespan. Playground politics and power.Cham:Springer. Sutton, J., Smith, P. K., and Swettenham, J. (1999). Bullying and ‘theory of mind’: A critique of the ‘social skills deficit’ view of anti-social behavior. Social Development, 8(1), 117–127.
  • Şahin, M. ve Akbaba,S.(2010). İlköğretim okullarında zorbacı davranışların azaltılmasına yönelik empati eğitim programının etkisinin araştırılması. Kastamonu Eğitim Dergisi,18(1),331-342.
  • Şahin, M. Sarı, S. V. Özer, Ö. ve Er, S.H (2010). Lise öğrencilerinin siber zorba davranışlarda bulunma ve maruz kalma durumlarına ilişkin görüşleri. SDÜ Fen Edebiyat Fakültesi Sosyal Bilimler Dergisi 21,257-270.
  • Şeker, H ve Gençdoğan, B. (2014). Psikolojide ve eğitimde ölçme aracı geliştirme. Ankara: Nobel yayınevi.
  • Tabachnick B.G. and Fidel, L.S. (2001). Using multivariate statistics (Fourth Edition).MA: Allyn and Bacon
  • Thomas, H. J., Connor, J. P., and Scott, J. G. (2015). Integrating traditional bullying and cyber bullying: challenges of definition and measurement in adolescents—a review. Educational Psychology Review, 27, 135–152.
  • Ttofi, M. and Farrington, D. (2008). Reintegrative shaming theory, moral emotions and bullying. Aggressive Behavior, 34(4),352-368
  • Underwood, M. K. (2003). Social aggression among girls. New York: The Guilford Press.
  • Waasdorp, T., and Bradshaw, C. (2015). The overlap between cyber bullying and traditional bullying. Journal of Adolescent Health, 56, 483–488.
  • Williams, K. and Kennedy, J.H. (2012). Bullying behaviors and attachment styles. North American Journal of Psychology, 14(2), 321-338. Yavuzer, H. (2007). Gençleri anlamak (Yedinci Baskı) İstanbul: Remzi Kitapevi.
  • You, S., Furlong, M. J., Felix, E., Sharkey, J. D., Tanigawa, D., and Greif -Green, J. (2008). Relations among school connectedness, hope, life satisfaction, and bully victimization. Psychology in the Schools, 45(5), 446-460.
There are 56 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Yakup İme 0000-0001-6818-8044

Seval Erden Çınar 0000-0001-6818-8044

Muhammet Şerif Keskinoğlu 0000-0003-1840-2406

Hasan Kütük 0000-0002-8288-4107

Publication Date August 31, 2020
Submission Date May 5, 2020
Published in Issue Year 2020 Volume: 7 Issue: 2

Cite

APA İme, Y., Erden Çınar, S., Keskinoğlu, M. Ş., Kütük, H. (2020). Çok boyutlu zorbalık mağduriyeti ölçeğinin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. E-Kafkas Journal of Educational Research, 7(2), 137-152. https://doi.org/10.30900/kafkasegt.732493
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