Zehra Uçanok - Academia.edu (original) (raw)
Papers by Zehra Uçanok
Türk psikoloji yazıları, Aug 15, 2022
Psikoloji çalışmaları, Apr 6, 2023
Psychology Press eBooks, 2013
COST IS0801, like all COST Actions, provided many opportunities for training of early career rese... more COST IS0801, like all COST Actions, provided many opportunities for training of early career researchers, and initiation of new research projects. Some of these were supported by short-term visits of usually one or two weeks, up to a maximum of three months, by an Action member to another venue, for purposes that supported the overall aims of the Action. The first part of this chapter provides some description of these, illustrated by a number of case studies. The second part of the chapter overviews the organization and outcome of two Training Schools for early career researchers, one in Australia entitled Research to policy and practice: Innovation and sustainability in cyberbullying prevention, and one in Finland, entitled Adolescents and Social Media: Guidelines and Coping Strategies for Cyberbullying. The organization of these Training Schools, the educational approaches used, and their evaluation and impact, will be summarised.
Turkish journal of psychiatry, 2022
Journal of Child and Family Studies, Mar 29, 2023
Çocuk ve gençlik ruh sağlığı dergisi, 2002
Turkish Journal of Psychiatry
Turk Psikoloji Dergisi, 2002
Türk Psikoloji Yazıları - TPD, 2012
Türk Psikoloji Yazıları - TPD, 2013
Araştırmanın temel amacı ergenlerin sanal zorbalığın nedenlerine ilişkin düşünceleri, bu duruma v... more Araştırmanın temel amacı ergenlerin sanal zorbalığın nedenlerine ilişkin düşünceleri, bu duruma verdikleri duygusal tepkiler ve baş etmeye yönelik çözüm önerilerini niteliksel yöntemle incelemektir. Araştırma ilköğretim ikinci kademe ve liseye devam eden 2658 (%47.9 erkek, %52.1 kız) ergenle gerçekleştirilmiştir. Ergenlere Demografik Bilgi Formu ve Sanal Zorbalık Ölçeği uygulanmış; ayrıca sanal zorbalığın nedenleri, duygusal tepkiler ve baş etme yollarıyla ilgili üç açık uçlu soru yöneltilmiştir. Açık uçlu sorulara verilen yanıtlar MAXQDA 10 (niteliksel veri analizi programı) ile incelenmiş; nedenler, duygusal tepkiler ve baş etme yöntemlerine ilişkin üç ayrı model oluşturulmuştur. Nedenlere ilişkin algılar (1) zorbaya bağlı nedenler, (2) kurbana bağlı nedenler, (3) zorba-kurban ilişkisi, (4) internete bağlı nedenler, (5) kız-erkek ilişkisi ve (6) belirgin bir nedenin olmaması olmak üzere altı kategoride toplanmıştır. Ergenlerin neredeyse yarısı sanal ortamda sergilenen zorbalık davranışlarının zorba kişilerden kaynaklandığını düşünmektedir. Ergenlerin sanal zorbalığa verdikleri duygusal tepkiler (1) negatif, (2) pozitif, (3) nötr duygular, (4) davranışsal tepkiler ve (5) belirgin bir duygunun olmaması şeklinde beş kategoriye kodlanmıştır. Duygusal tepkiler açısından örneklemin yarıya yakını negatif duygular bildirmiş ve beşte biri üzüntüyle ilişkili duygular dile getirmiştir. Ergenlerin baş etmeye ilişkin yanıtları (1) yapıcı yöntemler, (2) yapıcı olmayan yöntemler, (3) kendisinin dahil olmadığı çözümler, (4) engellemeye gerek yok, (5) çözümü yok-durdurulamaz ve (6) belirgin bir çözüm yolu olmaması şeklinde altı kategoride toplanmıştır. Ergenlerin yaklaşık üçte biri yüzleşme ve uzaklaşmayı içeren yapıcı yöntemleri tercih etmişlerdir.
COST IS0801, like all COST Actions, provided many opportunities for training of early career rese... more COST IS0801, like all COST Actions, provided many opportunities for training of early career researchers, and initiation of new research projects. Some of these were supported by short-term visits of usually one or two weeks, up to a maximum of three months, by an Action member to another venue, for purposes that supported the overall aims of the Action. The first part of this chapter provides some description of these, illustrated by a number of case studies. The second part of the chapter overviews the organization and outcome of two Training Schools for early career researchers, one in Australia entitled Research to policy and practice: Innovation and sustainability in cyberbullying prevention, and one in Finland, entitled Adolescents and Social Media: Guidelines and Coping Strategies for Cyberbullying. The organization of these Training Schools, the educational approaches used, and their evaluation and impact, will be summarised.
Frontiers in Psychology, 2017
Cyberbullying is a ubiquitous topic when considering young people and internet and communication ... more Cyberbullying is a ubiquitous topic when considering young people and internet and communication technologies (ICTs). For interventional purposes, it is essential to take into account the perspective of adolescents. This is the reason why our main focus is (1) investigating the role of different criteria in the perceived severity of cyberbullying incidents, and (2) examining the differences between countries in the perceived severity of cyberbullying. The sample consisted of 1,964 adolescents (48.2% girls) from middle and high schools of four different countries, i.e., Estonia, Italy, Germany, and Turkey. The participants' age ranged from 12 to 20 years old with a mean age of 14.49 (SD = 1.66) years. To assess perceived severity, participants rated a set of 128 scenarios, which systematically included one or more of five criteria (intentionality, repetition, imbalance of power, public vs. private, and anonymity) and represented four types of cyberbullying behaviors (Written-Verbal, Visual, Exclusion, Impersonation). The role of different criteria was analyzed using the Exploratory Structural Equation Modeling (ESEM). Results showed a similar structure across the four countries (invariant except for the latent factors' means). Further, criteria of imbalance of power and, to a lesser extent, intentionality, anonymity, and repetition always in combination, were found to be the most important criteria to define the severity of cyberbullying. Differences between countries highlighted specific features of Turkish students, who perceived all scenarios as more severe than adolescents from other countries and were more sensitive to imbalance of power. German and Italian students showed an opposite perception of anonymity combined with intentionality. For Italian participants, an anonymous attack was less threatening than for participants of other countries, whereas for German students anonymity caused more insecurity and fear. In addition, Italian adolescents were more perceptive of the criterion of intentionality. Finally, Estonian adolescents did not show strong differences in their factor scores compared to adolescents from the other countries.
Educational Sciences Theory and Practice, Oct 1, 2012
The purpose of this study was to determine whether there were any differences in perceptions of s... more The purpose of this study was to determine whether there were any differences in perceptions of school social climate and peers in terms of bullying status, and to investigate the psychometric properties of the School Social Climate and Generalized Peer Perception Scales. The students participated from six different cities in Turkey were in secondary and high schools. The sample consisted of 1263 students (612 male, 651 female), of mean age 14.92 years (SD = 2.07). The results revealed that adolescents who were not involved both in school and cyberspace perceived the school and their teachers more positively than bullies and bully-victims, and also victims in cyberspace perceived their teachers more positively than bullies. Furthermore, not involved adolescents in school and cyberspace perceived other students in school more positively than bullies. In terms of peer perception, not involved adolescents and bullies in school and cyberspace significantly differed from bully-victims, and also not involved adolescents and bullies in school differed significantly from victims; not involved adolescents and bullies had more positive perception about their peers. Results also revealed that the Turkish adaptation of these two measurement instruments had sufficiently high validity and reliability.
Kuram Ve Uygulamada Egitim Bilimleri, 2012
ÖZET Amaç: Araştırmanın temel amacı ergenlerin ve ebeveynlerin demografi k özellikleri ile ergenl... more ÖZET Amaç: Araştırmanın temel amacı ergenlerin ve ebeveynlerin demografi k özellikleri ile ergenlerin bilgi ve iletişim tek-nolojilerini kullanım özellikleri ve sanal ortamda zorbalığa dahil olma arasındaki ilişkileri incelemektir. Yöntem: Ör-neklem ilköğretim ikinci kademe ve liseye devam etmekte olan (Ort. yaş = 14.87, S = 2.04) toplam 1365 (%47.5 erkek, %52.5 kız) ergenden oluşmaktadır. Ergenlere Demografi k Bilgi Formu, bilgi ve iletişim teknolojilerini kullanım özel-liklerini belirlemeye yönelik sorular ve Sanal Zorbalık Ölçeği uygulanmıştır. Sonuçlar: Araştırma sonuçlarına göre küçük yaştaki erkekler ve daha uzun süredir internet kullanan kızlar, annesinin bilgisayar kullanma becerisini daha iyi değerlendiren buna karşılık annesinin eğitim düzeyinin daha düşük olduğunu bildiren kızlar sanal zorbalığa daha fazla maruz kalmaktadır. Bununla birlikte daha sık internete giren ve annesinin bilgisayar kullanma becerisini daha iyi değerlendiren erkekler daha fazla sanal zorbalık uygul...
Türk psikoloji yazıları, Aug 15, 2022
Psikoloji çalışmaları, Apr 6, 2023
Psychology Press eBooks, 2013
COST IS0801, like all COST Actions, provided many opportunities for training of early career rese... more COST IS0801, like all COST Actions, provided many opportunities for training of early career researchers, and initiation of new research projects. Some of these were supported by short-term visits of usually one or two weeks, up to a maximum of three months, by an Action member to another venue, for purposes that supported the overall aims of the Action. The first part of this chapter provides some description of these, illustrated by a number of case studies. The second part of the chapter overviews the organization and outcome of two Training Schools for early career researchers, one in Australia entitled Research to policy and practice: Innovation and sustainability in cyberbullying prevention, and one in Finland, entitled Adolescents and Social Media: Guidelines and Coping Strategies for Cyberbullying. The organization of these Training Schools, the educational approaches used, and their evaluation and impact, will be summarised.
Turkish journal of psychiatry, 2022
Journal of Child and Family Studies, Mar 29, 2023
Çocuk ve gençlik ruh sağlığı dergisi, 2002
Turkish Journal of Psychiatry
Turk Psikoloji Dergisi, 2002
Türk Psikoloji Yazıları - TPD, 2012
Türk Psikoloji Yazıları - TPD, 2013
Araştırmanın temel amacı ergenlerin sanal zorbalığın nedenlerine ilişkin düşünceleri, bu duruma v... more Araştırmanın temel amacı ergenlerin sanal zorbalığın nedenlerine ilişkin düşünceleri, bu duruma verdikleri duygusal tepkiler ve baş etmeye yönelik çözüm önerilerini niteliksel yöntemle incelemektir. Araştırma ilköğretim ikinci kademe ve liseye devam eden 2658 (%47.9 erkek, %52.1 kız) ergenle gerçekleştirilmiştir. Ergenlere Demografik Bilgi Formu ve Sanal Zorbalık Ölçeği uygulanmış; ayrıca sanal zorbalığın nedenleri, duygusal tepkiler ve baş etme yollarıyla ilgili üç açık uçlu soru yöneltilmiştir. Açık uçlu sorulara verilen yanıtlar MAXQDA 10 (niteliksel veri analizi programı) ile incelenmiş; nedenler, duygusal tepkiler ve baş etme yöntemlerine ilişkin üç ayrı model oluşturulmuştur. Nedenlere ilişkin algılar (1) zorbaya bağlı nedenler, (2) kurbana bağlı nedenler, (3) zorba-kurban ilişkisi, (4) internete bağlı nedenler, (5) kız-erkek ilişkisi ve (6) belirgin bir nedenin olmaması olmak üzere altı kategoride toplanmıştır. Ergenlerin neredeyse yarısı sanal ortamda sergilenen zorbalık davranışlarının zorba kişilerden kaynaklandığını düşünmektedir. Ergenlerin sanal zorbalığa verdikleri duygusal tepkiler (1) negatif, (2) pozitif, (3) nötr duygular, (4) davranışsal tepkiler ve (5) belirgin bir duygunun olmaması şeklinde beş kategoriye kodlanmıştır. Duygusal tepkiler açısından örneklemin yarıya yakını negatif duygular bildirmiş ve beşte biri üzüntüyle ilişkili duygular dile getirmiştir. Ergenlerin baş etmeye ilişkin yanıtları (1) yapıcı yöntemler, (2) yapıcı olmayan yöntemler, (3) kendisinin dahil olmadığı çözümler, (4) engellemeye gerek yok, (5) çözümü yok-durdurulamaz ve (6) belirgin bir çözüm yolu olmaması şeklinde altı kategoride toplanmıştır. Ergenlerin yaklaşık üçte biri yüzleşme ve uzaklaşmayı içeren yapıcı yöntemleri tercih etmişlerdir.
COST IS0801, like all COST Actions, provided many opportunities for training of early career rese... more COST IS0801, like all COST Actions, provided many opportunities for training of early career researchers, and initiation of new research projects. Some of these were supported by short-term visits of usually one or two weeks, up to a maximum of three months, by an Action member to another venue, for purposes that supported the overall aims of the Action. The first part of this chapter provides some description of these, illustrated by a number of case studies. The second part of the chapter overviews the organization and outcome of two Training Schools for early career researchers, one in Australia entitled Research to policy and practice: Innovation and sustainability in cyberbullying prevention, and one in Finland, entitled Adolescents and Social Media: Guidelines and Coping Strategies for Cyberbullying. The organization of these Training Schools, the educational approaches used, and their evaluation and impact, will be summarised.
Frontiers in Psychology, 2017
Cyberbullying is a ubiquitous topic when considering young people and internet and communication ... more Cyberbullying is a ubiquitous topic when considering young people and internet and communication technologies (ICTs). For interventional purposes, it is essential to take into account the perspective of adolescents. This is the reason why our main focus is (1) investigating the role of different criteria in the perceived severity of cyberbullying incidents, and (2) examining the differences between countries in the perceived severity of cyberbullying. The sample consisted of 1,964 adolescents (48.2% girls) from middle and high schools of four different countries, i.e., Estonia, Italy, Germany, and Turkey. The participants' age ranged from 12 to 20 years old with a mean age of 14.49 (SD = 1.66) years. To assess perceived severity, participants rated a set of 128 scenarios, which systematically included one or more of five criteria (intentionality, repetition, imbalance of power, public vs. private, and anonymity) and represented four types of cyberbullying behaviors (Written-Verbal, Visual, Exclusion, Impersonation). The role of different criteria was analyzed using the Exploratory Structural Equation Modeling (ESEM). Results showed a similar structure across the four countries (invariant except for the latent factors' means). Further, criteria of imbalance of power and, to a lesser extent, intentionality, anonymity, and repetition always in combination, were found to be the most important criteria to define the severity of cyberbullying. Differences between countries highlighted specific features of Turkish students, who perceived all scenarios as more severe than adolescents from other countries and were more sensitive to imbalance of power. German and Italian students showed an opposite perception of anonymity combined with intentionality. For Italian participants, an anonymous attack was less threatening than for participants of other countries, whereas for German students anonymity caused more insecurity and fear. In addition, Italian adolescents were more perceptive of the criterion of intentionality. Finally, Estonian adolescents did not show strong differences in their factor scores compared to adolescents from the other countries.
Educational Sciences Theory and Practice, Oct 1, 2012
The purpose of this study was to determine whether there were any differences in perceptions of s... more The purpose of this study was to determine whether there were any differences in perceptions of school social climate and peers in terms of bullying status, and to investigate the psychometric properties of the School Social Climate and Generalized Peer Perception Scales. The students participated from six different cities in Turkey were in secondary and high schools. The sample consisted of 1263 students (612 male, 651 female), of mean age 14.92 years (SD = 2.07). The results revealed that adolescents who were not involved both in school and cyberspace perceived the school and their teachers more positively than bullies and bully-victims, and also victims in cyberspace perceived their teachers more positively than bullies. Furthermore, not involved adolescents in school and cyberspace perceived other students in school more positively than bullies. In terms of peer perception, not involved adolescents and bullies in school and cyberspace significantly differed from bully-victims, and also not involved adolescents and bullies in school differed significantly from victims; not involved adolescents and bullies had more positive perception about their peers. Results also revealed that the Turkish adaptation of these two measurement instruments had sufficiently high validity and reliability.
Kuram Ve Uygulamada Egitim Bilimleri, 2012
ÖZET Amaç: Araştırmanın temel amacı ergenlerin ve ebeveynlerin demografi k özellikleri ile ergenl... more ÖZET Amaç: Araştırmanın temel amacı ergenlerin ve ebeveynlerin demografi k özellikleri ile ergenlerin bilgi ve iletişim tek-nolojilerini kullanım özellikleri ve sanal ortamda zorbalığa dahil olma arasındaki ilişkileri incelemektir. Yöntem: Ör-neklem ilköğretim ikinci kademe ve liseye devam etmekte olan (Ort. yaş = 14.87, S = 2.04) toplam 1365 (%47.5 erkek, %52.5 kız) ergenden oluşmaktadır. Ergenlere Demografi k Bilgi Formu, bilgi ve iletişim teknolojilerini kullanım özel-liklerini belirlemeye yönelik sorular ve Sanal Zorbalık Ölçeği uygulanmıştır. Sonuçlar: Araştırma sonuçlarına göre küçük yaştaki erkekler ve daha uzun süredir internet kullanan kızlar, annesinin bilgisayar kullanma becerisini daha iyi değerlendiren buna karşılık annesinin eğitim düzeyinin daha düşük olduğunu bildiren kızlar sanal zorbalığa daha fazla maruz kalmaktadır. Bununla birlikte daha sık internete giren ve annesinin bilgisayar kullanma becerisini daha iyi değerlendiren erkekler daha fazla sanal zorbalık uygul...