Peer Bullying Scale Research Articles

Peer Bullying and Psychiatric Diagnoses in Adolescents with Nonsuicidal Self-Injury

Objectives The aim of this study was to determine the comorbid psychiatric diagnoses, peer bullying rates and NSSI characteristics in adolescents who engage in self-injuring behavior. Materials and Methods This case-controlled cross-sectional study was conducted between 1 March 2020 and 1 May 2021 in the Child and Adolescent Psychiatry and Paediatrics outpatient clinic of a hospital in the Southeastern Anatolia region of Turkey. The data of 50 adolescents with NSSI and 60 adolescents without NSSI attending school were compared. The data in the study were obtained using sociodemographic form prepared by the researchers, the Affective Disorders and Schizophrenia Interview Schedule for School-Age Children—Present and Lifetime Version—Dsm–5, Peer Bullying Scale Adolescent Form and Self-Injurious Behaviour Assessment Inventory. Results Fifty adolescents (70% female) with a mean age of 15.4 years (S.D. = 1.4) with NSSI were included as case group and 60 adolescents (66.7% female) with a mean age of 15.5 years (S.D. = 1.3) without NSSI were included as control group. Banging/hitting self was the most common NSSI method, while affect regulation was the most common function. In the case group, verbal, isolation and damage to belongings among the victim subtypes in the last year were found to be significantly higher than in the control group. It was found that there was a positive correlation between the variety of self-injury methods and bullying exposure scores in adolescents with NSSI. Depression disorders, anxiety disorders, oppositional defiant disorder, attention deficit hyperactivity disorder, conduct disorder, and post-traumatic stress disorder diagnoses were found to be more prevalent in the group with NSSI. Conclusions Based on the finding, it was found that psychiatric diagnoses are more common in adolescents with NSSI, peer bullying subtypes are seen at a higher rate, and as bullying scores increase, the variety of NSSI methods also increases. It is thought that providing psychiatric evaluation and treatment for adolescents with NSSI, establishing cooperation with school and family for peer bullying, developing preventive mental health policies and effective intervention programmes may be beneficial.

Examination of Peer Bullying and Sense of Loneliness in Secondary School Students in Terms of Various Variables

Purpose: This study aimed to examine peer bullying and loneliness levels of secondary school students in terms of various variables. Design/Methodology/Approach: The study included 823 middle school students in the 5th, 6th, 7th, and 8th grades during the autumn semester of the 2021-2022 academic year. A correlational survey model was used as the research approach. The Peer Bullying Scale and the Loneliness Scale for Children were used to collect data. Findings: The findings indicated that feelings of loneliness increased as peer bullying increased among secondary-school students. Gender-based differences were evident in the levels of loneliness and bullying. Additionally, there was a significant difference in loneliness levels according to the school type, grade level, parent’s education level and mother's employment status. Highlights: Furthermore, a significant disparity was observed in the bullying subdimension based on the mother's employment status. Conversely, there wasn’t significant correlation between father's employment status and student’s level of peer bullying and loneliness.

The Prediction of Peer Bullying in Adolescents by Individual and Environmental Variables

This study aimed to examine the effects of individual (age, gender, frustration of basic psychological needs) and environmental (adolescent-parental relationships, friendship relations, victimization) variables on peer bullying in adolescents. The study group consisted of 831 middle and high school students, 516 girls (62.1%), and 315 boys (37.9%). The research data were obtained using the Personal Information Form, Friendship Qualities Scale, Adolescent-Parental Relationships Scale, Peer Bullying Scale Adolescent Form, Basic Psychological Needs Satisfaction, and Frustration Scale. Hierarchical Regression Analysis was used to analyze the data. According to the results obtained from the study, gender, age, frustration of basic psychological needs, adolescent-parent relationships, and victimization variables were found to be significant predictors of adolescents' bullying levels. In the model, the friendship relationships variable is not a significant predictor. In the study, it was determined that victimization was the strongest predictor, and the model explained approximately 34% of the bullying level of adolescents. The results obtained from this study show that individual and family-participated interventions can be effective in preventing peer bullying in adolescents.

The effect of motivational interviewing on peer bullying and cyberbullying in adolescents: A randomized controlled trial.

The study was carried out to investigate the effect of motivational interviewing on peer bullying and cyberbullying among adolescents. A parallel-group randomized controlled trial. The study population consisted of ninth-grade (aged 14 years) high school students (n = 200). The study was completed with 48 participants (intervention: 24; control: 24). The data were collected using the Participant Information Form, the Stages of Change Questionnaire, the Peer Bullying Scale, and the Cyberbullying Scale. The intervention group received a preparatory session and five weekly motivational interviewing sessions. Instruments were administered to both groups before the intervention, at the end of the last motivational interviewing session (post-test), and at 3rd- and 6th-month follow-ups. The data were analyzed using chi-square test, independent sample t-test, and two-way mixed-design ANOVA with Bonferroni's test. In the pre-test, no statistically significant difference was observed between the intervention and control groups regarding mean scores for peer bullying and cyberbullying (p > 0.05). Following the motivational interviewing sessions, adolescents in the intervention group had a significantly lower mean score for peer bullying and cyberbullying than the control group at the post-test and follow-up tests (p < 0.001). The present study concluded that motivational interviewing effectively reduced peer bullying and cyberbullying behaviors among adolescents. Nurses would implement motivational interviewing to prevent bullying behaviors in schools.

Prevalence and predisposing factors of peer bullying and cyberbullying among adolescents: A cross-sectional study

The present study aimed to determine the proportion and predisposing factors of peer bullying and cyberbullying among adolescents. A cross-sectional design was used. The sample consisted of 1548 students (aged 14–17 years) from two high schools in a city center. The data were collected via a questionnaire, the Peer Bullying Scale Adolescent Form, and the Cyber Victim and Bullying Scale between May and June 2022. Univariate and multiple logistic regression analyses were used to analyze the data. The rate of peer bullying and cyberbullying behaviors was 15.3 % and 15.2 %, respectively. Boys were more prone to peer bullying and cyberbullying than girls. Both boys and girls with poor/moderate academic achievement, ninth and tenth graders, and those with poor/moderate friendships were more likely to be peer bullies and cyberbullies. The current study revealed that peer bullying and cyberbullying rates were similar among adolescents. Gender, academic year, academic achievement, and friendship relationships were found to be predisposing factors of peer bullying and cyberbullying. The results of this study could help to enhance an understanding of the severity of peer bullying and cyberbullying. Health professionals could implement programs to develop adolescents’ resilience, communication, social, assertiveness, and coping skills. They could collaborate with educators and parents to encourage appropriate behavior in adolescents.

The associations of parental attitudes and peer bullying with alexithymia in adolescents: A structural equality model

AimThe aim of this study is to investigate the relationship between parental attitude and peer bullying and alexithymia in adolescents. MethodsThis cross-sectional descriptive study was conducted with adolescents aged 13–18 years within high schools in eastern Turkey. Cluster sampling method was applied, and the study was completed within four high schools determined by random selection method. Sociodemographic characteristics questionnaire form, Peer Bullying Scale Adolescent Form, and Twenty-item Toronto Alexithymia Scale (TAS-20) were used to collect the data. ResultsAmong the adolescents, 52% were female, 60% had a medium income level, 25.3% were in the 11th grade, 83% were living with their parents, 7.4% had chronic illnesses, 9.2% had psychiatric illnesses, 25.3% had suicidal thoughts, 10.1% engaged in suicidal behavior, and 25.3% used TV, smartphones, or tablets for 3–4 h a day. Rejecting and indifferent parental attitudes were found to be a possible risk factor for alexithymia, bullying and victimization. ConclusionsThis study highlights the connections between parental attitudes, peer bullying, and alexithymia in adolescents. By targeting positive parental attitudes and addressing peer interactions, nurses can effectively contribute to reducing the risk of alexithymia. Practice implicationsThrough collaboration with parents, nurses can establish supportive environments that nurture emotional understanding. Remaining attentive to risk factors, such as chronic illnesses and mental health issues in adolescents, empowers nurses to offer timely support or referrals. Partnerships with educators further enhance emotional awareness and encourage positive peer relationships.

The aim of the study is to examine the coping methods of secondary school students who are exposed to peer bullying. The pattern of the research is phenomenology. For the research, necessary permissions were obtained from the Ethics Committee of Kayseri University and from the parents of the students participating in the study by using the parent consent form. The

Çalışmanın amacı, akran zorbalığına maruz kalan ortaokul öğrencilerinin baş etme yöntemlerini incelemektir. Araştırmanın deseni fenomenolojidir. Araştırma için Kayseri Üniversitesi Etik Kurulundan ve çalışmaya katılan öğrencilerin velilerinden veli onay formu kullanılarak gerekli izinler alınmıştır. Çalışma grubu akran zorbalığına maruz kalmış ortaokul kademesinde öğrenim gören 11 öğrenciden oluşmaktadır. Katılımcıların belirlenmesinde amaçlı örnekleme yöntemlerinden ölçüt örnekleme kullanılmıştır. Veri toplamak amacıyla Akran Zorbalığını Belirleme ölçeği ve yarı yapılandırılmış görüşme formu kullanılmıştır. Veriler betimsel analiz ve içerik analizi birlikte kullanılarak analiz edilmiştir. Elde edilen veriler; öğrencilerin dalga geçme, alay etme, dışlama, eşyalarını zorla alma, küsme davranışlarıyla akran zorbalığına maruz kaldıklarını göstermektedir. Bu duruma karşı mağdur öğrencilerin, akran desteği, aile desteği, öğretmen desteği, alternatif arkadaşlıklar kurmak, çeşitli sportif ve sanatsal etkinlikler yaparak mağduriyetlerini giderdikleri kendilerini daha iyi hissettikleri sonucuna ulaşılmıştır. Öğrencilere akran arabuluculuğu eğitimleri, ailelere çocuklarıyla kaliteli zaman geçirmeye yönelik eğitimlerin verilmesinin gereklilikleri ortaya çıkmaktadır.

Examination of Aggression and School Attitudes of High School Students Exposed to Teacher Violence and Peer Bullying

ABSTRACT This study primarily aimed to examine whether high school students’ exposure to teacher violence and peer bullying predicts their aggressive behaviors and attitudes toward school. The study group of the research included a total of 880 secondary education students (473 girls, 407 boys) (mean age: 16.26) studying in different cities of Turkey. The research utilized measures including “Personal Information Form,” “Teacher Violence Scale,” “Peer Bullying Scale Adolescent Form,” “Aggressive Behavior Scale,” and “School Attitude Scale.” The analyses performed showed that the variables exposure to teacher violence (β=.304) and peer bullying (β=.281) explained 26% of students’ aggression variance. Similarly, exposure to teacher violence (β= −.302) and exposure to peer bullying (β= −.109) predicted students’ school attitudes by 14%. The findings were discussed in line with the relevant literature.

Development of Peer Bullying Scale (PeBuS)

The aim of this study is to develop a scale that can be used to detect bullying behaviors that can be seen in interpersonal relationships. The sample of the study consists of 381 randomly selected teachers working in primary and secondary schools in the central district of Edirne, Turkey, in the 2021-2022 academic year. In the research, the “Peer Bullying Scale”, which was prepared by the researcher and consisted of 50 Likert type items with 4 options, was used as a data collection tool. Varimax rotated exploratory factor analysis was used to determine the sub-dimensions. To determine reliability, item-total correlation, item residual correlation, Cronbach and Rulon coefficients were calculated. The construct validity of the scale was tested with Confirmatory Factor Analysis. As a result of the statistical processes, it was seen that the scale was valid, reliable and usable.

The relationship between peer bullying, loneliness, and social support in refugee adolescents.

This study was conducted to investigate the relationship between peer bullying, loneliness and perceived social support in refugee adolescents. This research was conducted with 514 refugee adolescents living in the Central Anatolia region of Turkey. In this descriptive correlational study, data were collected using the Peer Bullying Scale Adolescent Form, the Loneliness Scale, and the Multidimensional Scale of Perceived Social Support. The mean score of the refugee adolescents on the victim subscale of the Peer Bullying Scale was 86.71 ± 27.51, and on the bully subscale was 68.08 ± 16.41. The mean score of the adolescents on the Loneliness Scale was 49.63 ± 9.50, on the Perceived Social Support was 52.19 ± 1.66. A positive moderate relationship was observed between the bully subscale and the victim subscale of the Peer Bullying Scale (p < 0.05). No relationship was found between the bully and victim subscales of the Peer Bullying Scale and the scores for the Loneliness Scale and the Perceived Social Support (p > 0.05). The male refugee youth were found to have higher mean victim and bully scores than the female refugee youth. In light of these results, the reasons for the peer bullying of refugee adolescents should be investigated and solutions should be developed based on the reasons. It is recommended to conduct quantitative and qualitative research aimed at revealing the reasons why refugee adolescents may engage in bullying and be exposed to bullying in the future.

Examining the relationship between technology addiction and peer bullying levels of secondary school students

The aim of this study is to examine the relationship between technology addiction levels and peer bullying levels of students at secondary school and to reveal their views on this topic. The survey model from quantitative research method was used in the research. While the population of the research is composed of all secondary schools in district center of Mersin; the sample is composed of 254 secondary school students chosen from the schools according to the method of convenient sampling in the academic year 2022-2023. To determine level of the technology addiction and peer bullying of secondary school students participating in the study, “Technology Addicton Scale” (Aydın, 2017) and “Peer Bullying Scale” (Kutlu &amp; Aydın, 2010) were applied in quantitative phase. In the qualitative phase, data were obtained from the same students with 4 open-ended questions form prepared by the researchers. When the relationship between technology addicton and peer bullying of levels was examined, it was determined that there was a positive and negligible relationship.

Hemşirelik Öğrencilerinde Akran Zorbalığı ile İlişkili Faktörler ve Kendini Kabul Arasındaki İlişki

Bu çalışma, hemşirelik öğrencilerinde akran zorbalığı ile ilişkili faktörler ve kendini kabul arasındaki ilişkinin incelenmesi amacıyla gerçekleştirilmiştir. Tanımlayıcı nitelikteki araştırmanın örneklemini, iki üniversitenin hemşirelik bölümlerinde öğrenimlerine devam eden 405 öğrenci oluşturmuştur. Araştırma verileri, Tanıtıcı Özellikler Formu, Üniversite Öğrencilerinde Akran Zorbalığını Belirleme Ölçeği ve Koşulsuz Kendini Kabul Ölçeği kullanılarak Nisan-Haziran 2020 tarihleri arasında toplanmıştır. Verilerin analizinde tanımlayıcı istatistikler, Bağımsız Örneklem t testi, Tek Yönlü Varyans Analizi, Tukey testi ve Pearson Korelasyon katsayısı kullanılmıştır. Koşulsuz Kendini Kabul alt boyutu puan ortalaması ile Akran Zorbalığı Ölçeği toplam puanı, İdeolojik Zorbalık, Dışlanma ve Cinsel Zorbalık alt boyutu puan ortalamaları arasında negatif yönde anlamlı bir ilişki bulunmuştur. Siber Zorbalık alt boyutu ile Koşulsuz Kendini Kabul Ölçeği toplam puanı arasında negatif yönde ilişki bulunurken, Koşullu Kendini Kabul alt boyutu ile pozitif yönde anlamlı bir ilişki bulunmuştur. Sonuç olarak, beliren yetişkinlik döneminde olan üniversite öğrencileri için akranlarla kurulan ilişkiler büyük önem taşımaktadır. Akranlar tarafından zorbalığa maruz kalmak üniversite öğrencilerinin fiziksel, ruhsal, sosyal, akademik ve mesleki gelişiminde önemli sorunlara yol açabilmektedir.

Does Involvement in Peer Bullying Invite Self-Injury?: The Association Between Peer Bullying and Self-Injury in a Clinical Sample.

Previous studies have linked peer bullying to nonsuicidal self-injury (NSSI). However, the evidence is largely limited to population-based groups. This study examined whether there is a relationship between NSSI and being a victim of peer bullying among adolescents in a clinical sample and how this may be influenced by types of bullying. The sample consisted of 96 outpatients with NSSI and 107 healthy adolescents. The Inventory of Statements About Self-Injury, Peer Bullying Scale, and Rosenberg Self-Esteem Scale were applied. Whereas the scores of each bullying type of adolescents with NSSI were significantly higher, their self-esteem scores were significantly lower. Each victimization score of bullying had a negative correlation with NSSI-onset age and self-esteem scores and a positive correlation with self-injury scores. This study demonstrated that being a victim of any type of bullying is strongly associated with self-injury. It would be advisable to screen adolescents with self-injury for exposure to bullying, and vice versa.

The Relationship of Character Strengths with Peer Bullying and Peer Victimization Among Adolescents

This research examined the relationship of character strengths with peer bullying and peer victimization. The research group consists of 663 high school students in Kocaeli chosen by convenience sampling method. Character Growth Index, Peer Bullying Scale Adolescent Form and Personal Information Form have been used. The results indicated that peer bullying was related to the strengths of perseverance, humility, optimism, kindness, love/care, calmness, wisdom, spirituality, and honesty, while no relationship was found with courage and forgiveness. It was also found that peer victimization was related to the strengths of perseverance, humility, optimism, kindness, love/care, calmness, courage, wisdom, spirituality, and honesty character strengths, while there was no correlation with the strength of forgiveness. As a result of the regression analysis, the strength of perseverance and honesty in the Character Growth Index explained 10% of the total variance in being a victim of peer bullying, while the strength of perseverance, humility, spirituality, and honesty in the Character Growth Index explained 16% of the total variance in performing peer bullying. In the examination made according to the gender variable, it was found that there was a statistically significant difference in the sub-dimensions of optimism, kindness, calmness, courage, wisdom, and honesty in the Character Growth Index scale according to gender.

The Relationship Between Parental Attitudes, Basic Psychological Needs, and Bullying Status in High School Students

The purpose of this study is to explore the relationship between parental attitudes and basic psychological needs, and bullying and victimization among high school students. Furthermore, it focuses on whether the distribution of the status of bullying differs according to gender and experiences of domestic violence. The study group comprises 697 Turkish high school students and the data collection tools used are the Peer Bullying Scale Adolescent Form, Parents’ Attitude Scale, Basic Psychological Needs Scale, and Personal Information Form. Multinomial logistic regression analysis was conducted to investigate the associations of parental attitudes and basic psychological needs with bullying status. Results indicate that all sub-factors of parental attitude and the sub-factor of relatedness regarding basic psychological needs are associated with bullying at a statistically significant level, whereas the sub-factors of autonomy and competence regarding basic psychological needs are not associated with bullying at a statistically significant level. The sub-factor of involvement regarding parental attitude decreases the possibility of being a bully or a bully/victim, the sub-factor of psychological autonomy decreases the possibility of being a victim or a bully/victim, and the sub-factor of control decreases the possibility of being a bully/victim, whereas the sub-factor of satisfaction of the need for relationships decreases the possibility of being a victim or a bully/victim. The study results show that 70.7% of students were involved in peer victimization. The distribution of the status of bullying also differs according to gender and experiences of domestic violence at a statistically significant level. The study findings are discussed in light of the literature and some suggestions are offered.

Relatıonship bullying in adolescent period with family functionalities and child behaviors

AbstractThis descriptive study determined the relationship of peer bullying in the early adolescent period to family functions and children's behavior. The cohort for the research consisted of 320 students and parents who were selected by a simple random method from a middle school. The data were collected using the student and parent questionnaires, Traditional Peer Bullying Scale, Family Assessment Scale, and Assessment of Child and Adolescent Behavior Scale. In evaluating the data: descriptive statistics, Χ 2, Mann–Whitney U, Kruskal–Wallis tests, and Spearman correlation analysis were used. It has been determined that verbal and physical bullying was high in the older age group (p &lt; 0.05), in seventh‐grade students (p &lt; 0.05), and that those who do not like school tend to bully others at a higher rate (p &lt; 0.001). Students who were separated from their parents, who witnessed the violence among the family members, and who stated that the violence was applied by family members were more frequent in the bullying cycle (p &lt; 0.05). There was a high‐level positive relationship between the anxiety/depression subscale and social problems subscale (p &lt; 0.001). This study confirms that peer bullying is a problem that is highly correlated with family functionalities and child behaviors.

Investigation of High School Students' Peer Bullying Levels in Terms of Various Variables

In this study, it was aimed to examine the peer bullying levels of high school students in terms of various variables. The universe of the research consists of high school students in Istanbul. The research sample consists of 384 students. Descriptive analysis method was used in the research. In the study 'Information Form' and 'Peer Bullying Scale' were used as data collection tools. In the analysis of the data, Independent Groups t-Test, One Way Analysis of Variance were used. Within the scope of the research findings, It was determined that peer bullying differs significantly according to gender. It has been determined that male participants exhibit more bullying behaviors than female participants. When peer bullying scores were examined according to school type, it was determined that there was no significant difference. The research findings are discussed in the context of the literature.

The Effect of Behavioral System Model Based Nursing Intervention on Adolescent Bullying.

AimThe study was conducted experimentally with pre–post tests and a control group to determine the effect of Behavioral System Model based education that given by the creative drama method on adolescent bullying.MethodAs a result of the power analysis performed, eighty-three students (43 in study group, 40 in control group) attending 7th degree were recruited. Education is given in nine sessions with creative drama method. Data were collected with Individual Information Form, Traditional Peer Bullying Scale, Problem-Solving Inventory for Children, and the Empathy Index for Children. Data were analyzed with decrease/increase in percentage, Cronbach α, chi-square, two way/two factor repeated measures analysis of variance (Post-Hoc: Bonferroni) and Mann–Whitney U tests.ResultsThe decrease in percentage in the mean Traditional Peer Bullying Scale scores of study group students was higher than those of control group (p<0.05). Mean pre-education 1st measurement Traditional Peer Bullying Scale scores of study group students were reduced in the post-education 2nd and 3rd measurements (p<0.05). The increase in percentage in the mean Problem-Solving Inventory for Children and Empathy Index for Children scores of study group students was higher than those of control group (p<0.05). The mean pre-education 1st measurement scores of PSIC and Empathy Index for Children was increased in post-education 2nd and 3rd measurements (p<0.05).ConclusionDrama education is effective on prevention of bullying, and that may be used in prevention programs.

The Effect of Emotional Awareness Activities Improved for Primary School Students on Preventing Peer Bullying

In this study, the effect of various practices and activities to improve emotional awareness for primary school students on the prevention of peer bullying at school was examined. In the study various games, activities and implementations were prepared for the students; educational information meetings were held for the parents. A mixed method was applied since quantitative and qualitative data were used together in the study. The study group of the research was composed of students from a primary school located in the district of Buca, Izmir. All developed activities were applied to students in the school. As a part of the study, data were collected with the Peer Bullying Scale for Primary School (Child) Form. This scale was applied as pre- and post-tests to a total number of 275 students studying at the 3rd and 4th grade. 1st, 2nd, 3rd and 4th grade students were observed during the breaks with the semi-structured observation form developed by the researcher and interviews were performed with teachers by using of semi-structured interview form developed by the researcher. The t test for related and independent samples was used in analyzing the quantitative data obtained. Qualitative data were analyzed by descriptive analysis method. The results of the analysis of quantitative data show that the emotional awareness activities developed are significantly effective in decreasing the bullying that existed in the school compared to pre-implementation. It was determined that third graders as class level and male students as gender were more exposed to such behaviors. The results obtained by analyzing the qualitative data also support the quantitative data. In addition, positive changes have been observed in certain behaviors such as cooperation, sharing, responsibility, helping each other, problem solving, empathy, communication, interaction and emotional awareness.

Ergenlerin Akran Zorbalığı Yapmaları, Zorbalığa Maruz Kalmaları ve Empatik Eğilimleri Arasındaki İlişkinin İncelenmesi / Examination of the Correlation between Peer Bullying, Exposed to Bullying, and Emphatic Tendencies of Adolescent

&lt;p&gt;&lt;strong&gt;Abstract&lt;/strong&gt;&lt;strong&gt;&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;The purpose of this study is to examine the correlation between peer victimization, being exposed to victimization, and emphatic tendencies in adolescent and to determine whether or not gender of the adolescent had an effect on peer victimization, being exposed to victimization, and emphatic tendency. The study was conducted via survey method. The sample group of the study consisted of 185 student studying at the seventh and eighth grades of a secondary school, which was affiliated with Sivas Directorate of National Education and randomly determined, during spring term of the school year of 2015-2016. The data were collected by using “Peer Bullying Scale- Adolescent Form” developed by Pişkin and Ayas (2007) in order to determine the students bullying (bully), and being exposed to bullying (victim), and the “Child and Adolescent KA-SI Empathic Tendency Scale” developed by Kaya and Siyez (2009) to determine emphatic tendencies of students. The data were analyzed by using Pearson’s Correlation test for determining the correlation between peer victimization, being exposed to victimization and empathic tendencies in adolescent and t test for determining the effect of gender on peer victimization, being exposed to victimization and empathic tendencies. As a result of these analyses, it was observed that there was no correlation between peer victimization and empathic tendency (p&amp;gt;0.05) and there was a negative correlation between the peer victimization and empathic tendency (p&amp;lt;0.01). It was also revealed that gender of the adolescent had no effect on peer victimization and being exposed to victimization (p&amp;gt;0.05), however, it was found that this led to a difference on empathic tendency in favor of girls (p&amp;lt;0.01). As a result of the study and in accordance with the results, suggestions were offered to the researchers, and members of profession working with children.&lt;/p&gt;&lt;h1&gt;Öz&lt;/h1&gt;&lt;p&gt;Bu çalışmanın amacı; ergenlerin akran zorbalığını yapmaları, zorbalığa maruz kalmaları ve empatik eğilimleri arasındaki ilişkinin incelenmesi ile akran zorbalığını yapma, zorbalığa maruz kalma ve empatik eğilim üzerinde ergenlerin cinsiyetinin etki edip etmediğinin belirlenmesidir. Araştırma tarama modelindedir. Araştırmada çalışma grubu 2015-2016 eğitim öğretim yılı bahar döneminde, Sivas Milli Eğitim Müdürlüğü’ne bağlı tesadüfi olarak belirlenen bir ortaokulun yedinci ve sekizinci sınıfa devam eden 185 öğrenciden oluşmuştur. Veriler; zorbalık yapan (zorba) ve zorbalığa uğrayan (kurban) öğrencileri belirlemek için Pişkin ve Ayas’ın 2007’de geliştirdiği “Akran Zorbalığı Belirleme Ölçeği Ergen Formu” ve öğrencilerin empatik eğilimlerini belirlemek için Kaya ve Siyez’in (2009) geliştirdiği “KA-Sİ Çocuk ve Ergenler İçin Empatik Eğilim Ölçeği” kullanılarak toplanmıştır. Verilerin analizinde; ergenlerin akran zorbalığını yapmaları, zorbalığa maruz kalmaları ve empatik eğilimleri arasındaki ilişkinin belirlenmesi için Pearson Korelasyon testi, cinsiyetin akran zorbalığı, zorbalığa maruz kalma ve empatik eğilim üzerindeki etkisini belirlemek için t testi kullanılmıştır. Yapılan bu analizler sonucunda; zorbalığa maruz kalmayla empatik eğilim arasında herhangi bir ilişkinin olmadığı (p&amp;gt;0,05), akran zorbalığı yapmayla empatik eğilim arasında negatif yönde bir ilişkinin olduğu (p&amp;lt;0,01) görülmüştür. Ergenlerin cinsiyetlerinin akran zorbalığını yapma ve zorbalığa maruz kalma üzerinde herhangi bir etkisinin olmadığı (p&amp;gt;0,05), ancak empatik eğilim üzerinde kızlar lehine bir farklılığa neden olduğu (p&amp;lt;0,01) belirlenmiştir. Araştırmanın sonucunda, elde edilen bulgular ışığında araştırmacı ve çocuklarla çalışan meslek elemanlarına önerilerde bulunulmuştur.&lt;/p&gt;