The relationship between peer beliefs and emotional bullying

The aim of this research is to determine whether there is a relationship between school loyalty and peer beliefs and emotional distress in private secondary school students. The students who study at private middle schools located in the province of Fatih in Istanbul constitute the universe. A sample of 294 students from 4 general secondary schools identified through appropriate sampling from this overall EVEN was identified. The research was organized in accordance with the screening model. In order to collect data, personal information form, attachment scale, peer beliefs and feelings bullying scale were used. The data is stored on the computer as "SPSS for Windows vers. 21.0 "program, the significance was tested at minimum p <05 level. Fr and percentage distributions were obtained, then the arithmetic mean and standard deviation values for the scales were determined. T-test, one-way variance analysis and post-hoc schfee test. While there was no significant difference between the total scale and any sub-dimension according to the gender of the loyalty scores of the students who constituted the sample group, there was a significant difference according to their class and age. As the class level increases, the commitment to the reading decreases. As age increases, attachment to the school decreases. There was a significant difference in the arithmetic mean of the groups according to the gender of the students' peer belief scores in favor of male students. A significant difference was also found according to their age and class. There was a significant difference in the emotional bullying scores of the students according to gender, class and age. It was found that 8th grade students had the highest perception of feeling bullying. As the level of age increases, the emotion typhus increases. Correlation analysis to determine the relationship between loyalty to the school and the relationship between peer beliefs and emotion bullying was found to be negatively correlated with feelings of bullying as a result of a positive relationship between commitment to school, commitment to a friend, commitment to teaching, and peer beliefs. Negative correlations were found between peer beliefs and emotion bullying. As feelings of bullying increase, confidence in peers decreases and commitment to the reading decreases.