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The purpose of the present study is to examine the cases of cyber bullying and cyber victimization of the students who are studying in secondary education institutions. The study has been conducted in a relational screening model. The universe of the study consists of secondary school students in public schools in Malatya province during the 2017-2018 academic years. Stratified Sampling Method has been used in the selection of the sample. The cyber victim scale developed by Arıcak, Tanrıkulu and Kınay (2012a) and the cyber bullying scale developed by Arıcak, Tanrıkulu and Kinay (2012b) have been used to determine the cyber victimization and cyber bullying of the students, respectively. The cyber victimization scale has only factor. This single factor itself accounts for 30.17% of the total variance with an eigenvalue of 7.24. There are a total of 24 items on the scale. Each item is answered as "Yes" or "No". "Yes" answer has two points, "No" answer has one point. The lowest score obtained from the scale is 24, the highest score is 48. Increasing scores indicate that cyber victimization is increasing. The cyber bullying scale consists of 24 items and is answered on a scale of four (never, sometimes, most of the time and always). "Never" is rated as one point, and "Always" is rated as four points. Thus, the lowest score that can be taken from the scale is 24 and the highest score is 96. The increase in the score indicates the height of the bulb. The scale is the only factor. This single factor accounts for 50.58% of the total variance with a core value of 12.139 To determine the analyzes to be used in the study, the hypothesis of normality was examined and the data showed normal distribution characteristics (skewness and kurtosis coefficients ± 1). The data have been analyzed using t-test for independent groups with descriptive analyzers (such as mean and standard deviation) and parametric analyzers, one-way analysis of variance (ANOVA) Pearson Product Moment Correlation Analysis. According to the findings obtained from the current study; there is no statistically significant difference between male and female students' levels of cyber victimization but there is a statistically significant difference between cybercriminal levels. Male students' cyber bullying levels are higher than those of girl students.There is a statistically significant difference in the students' levels of * Yrd. Doç. Dr., İnönü Üniversitesi Malatya Meslek Yüksekokulu Bilgisayar Teknolojileri Bölümü. Uluslararası Sosyal Araştırmalar Dergisi Cilt: 10 Sayı: 54 The Journal of International Social Research Volume: 10 Issue: 54 720 cyber victimization among the classes they have learned, but there is no statistically significant difference between the levels of cyber bullying compared to the classes they have studied. The students who were in the 9th grade have been found to have lower levels of victimization to cyber victimization than the students in the 11th grade. There is a statistically significant difference in school type and internet usage periods according to cyber victimization and cyber bullying levels. The levels of cyber victimization and bullying levels of students in general secondary education were higher than those in vocational and technical secondary education. As the period of the internet usage decreases, the rate of cyber bullying decreases and the rate of cyber victimization decreases as the duration of the internet usage decreases. There is no statistically significant difference between the levels of students' cyber victimization and cyber bullying according to family income. There is a low positive correlation between cyber victim total scores of the students and cyber Bullying total scores.

ORTAÖĞRETİM KURUMLARINDA ÖĞRENİM GÖREN ÖĞRENCİLERİN SİBER ZORBALIK VE SİBER MAĞDURİYET DURUMLARI