Akademik Veri Yönetim Sistemi
INTERNATIONAL ONLINE JOURNAL OF EDUCATIONAL SCIENCES, cilt.9, sa.3, ss.676-685, 2017 (Hakemli Dergi)
The aim of this study is to investigate the emotional intelligence levels and cyberbullying sensibility among university students. The sample of this descriptive study is composed of 1,420 university students studied in 2014–¬2015 academic years. Data was collected by Personal Information Form, Emotional Intelligence Scale, and Cyberbullying Sensibility Scale. It was found that, 31.1% of students were exposed to cyberbullying and 49.3% of them made a complaint. A significant weak positive correlation was found between scores of Emotional Intelligence Scale and Cyberbullying Sensibility Scale (r=0.156; p=0.000), and as emotional intelligence levels increase, sensibility to cyberbullying was seen to increase. In the study, significant differences (p<0.05) according to students' departments were found between optimism/improving mood, expression of feelings that are sub-factors of the emotional intelligence scale, total Emotional Intelligence Scale score, and total Cyberbullying Sensibility Scale score. There were significant differences (p <0.05) between total EIS and CSS scores according to gender and perception of academic achievement. According to these results, as students' emotional intelligence levels increase, their sensibility to cyberbullying also increases. Sensibility to cyberbullying and emotional intelligence levels are high for students who study social science related subjects, who are females, and who perceive their academic achievement as good. It is recommended to create programs to increase students’ levels of emotional intelligence and to improve their sensibility to cyberbullying