Akademik Veri Yönetim Sistemi
3rd International Conference of Education, Research and Innovation (ICERI), Madrid, İspanya, 15 - 17 Kasım 2010, ss.5602
Technological improvements facilitate our lives in several areas such as health, security, law, and education. Usage of computers and the Internet for educational purposes attracts the attention of both researchers and practitioners. As well as students, teachers utilize technology in every step of their courses beginning from the preparation for the course, lecturing, and evaluation of the students. Students also take the advantage of using computers and the Internet such as searching the Internet for their courses. However, technology usage may be hurtful depending on the purpose of the usage. Most adolescents use the Internet and computers for hurting others intentionally which is called cyber bullying (Smith, Mandavi, Carvalho, & Tippett, 2005). It has been known that victims of cyber bullying experience serious problems such as depression, isolation and loneliness (Hinduja & Patchin, 2006). Considering these problems, the present study aims to examine the protective role of perceived social support levels of cyber victims against depression. It has been hypothesized that the perceived social support level functions as a buffer in the relationship between cyber victimization and depression.