An examination of attachment styles and peer bullying in adolescents through sociometric choices

This study was conducted to examine attachment styles and peer bullying of secondary school students through sociometric choices. The sample of the study consisted of a total of 456 secondary school students 247 female (54.2%), 209 male (45.8%) continuing their education in the 2023-2024 academic year in Ünye District of Ordu. In the study, information was collected from the students using the Sociodemographic Information Form, Early Adolescent Attachment Scale, Peer Bullying Identification Scale Adolescent Form and Sociometric Selection Form. The obtained data were analyzed with SPSS 22.2 statistical package program. In the analysis of data; independent ranges t test, Pearson and Spearman correlation analysis, Mann Whitney U Test, Kruskal-Wallis Test, Chi-square test and One-way analysis of variance (ANOVA) tests were used. As a result of the analyzes, a significant negative relationship was found between secure attachment style and peer bullying, while a significant positive relationship was found between anxious and avoidant attachment styles and peer bullying. In 8th grade students, a negative and significant correlation was found between peer bullying and sociometric selection scores. For the other grades, a significant negative correlation was found between the sociometric selection scores, task area selection score and peer bullying. In peer bullying, the bully and victim scores of the lower grades were found to be significantly higher than the bully and victim scores of the upper grades. In peer bullying, the bully and victim scores of the lower grades were found to be significantly higher than those of the upper grades. It was also found that students who were involved in peer bullying had significantly lower sociometry test selection scores than neutral students. Students' attachment styles and peer bullying did not show significant differences according to gender. However, it was found that the sociometry task area scores of female students were significantly higher than male students. The findings obtained in the study were discussed in the context of the field of education and suggestions were made.