Routine Activities Theory in Cyber Victimization and Cyberbullying Experiences of Turkish Adolescents

Autor/in	Akgül, Gülendam
Titel	Routine Activities Theory in Cyber Victimization and Cyberbullying Experiences of Turkish Adolescents
Quelle	In: International Journal of School & Educational Psychology, 11 (2023) 2, S.135-144 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Akgül, Gülendam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2021.1980475
Schlagwörter	Foreign Countries; Bullying; Computer Mediated Communication; Victims; Adolescents; High School Students; Predictor Variables; Student Behavior; Parent Role; Computer Use; Internet; Risk; Social Media; Turkey + Suchen Sie Ihr Suchwort? Ausland; Mobbing; Computerkonferenz; Victim; Opfer; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Prädiktor; Student behaviour; Schülerverhalten; Parental role; Elternrolle; Risiko; Soziale Medien; Türkei
Abstract	The Routine Activity Theory proposes that the presence of a suitable target and a motivated offender in the absence of capable guardianship predict criminal behaviors. Prior research has utilized the theory to explain varied cyber victimization in different western and eastern cultures. The purpose of this study is to test the effects of adolescents' online behaviors on cyber victimization and cyberbullying experiences from the Routine Activities Theory framework. Therefore, through this study, the paper expands upon this research to examine the cyber activities of Turkish adolescents on both cyber victimization and cyberbullying experiences. The participants were 1046 high school students between the ages of 14-18. According to the findings, Turkish adolescents' cyberbullying and victimization experiences could be predicted from their cyber activities after controlling for gender. The results revealed the role of target suitability, exposure to a motivated offender and capable guardianship on both cyber victimization and cyberbullying in a more comprehensive model based on the Routine Activities Theory. Altogether, the findings provide evidence-based strategies for cyberbullying and victimization prevention at schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01