This study aims to examine the paths between excessive Internet use, school burnout and parental monitoring and their predictor effects in peer bullying and victimization among Turkish adolescents. The relational survey design was employed in the study. The study group consisted of 362 students (108 females, 254 males, aged 15–18 years) from three different vocational high schools including each grade level. “Internet Addiction Scale”, “School Burnout Scale”, “Parental Monitoring Scale”, and “Peer Bullying / Victimization Scale” were used as data collection instruments. Structural Equation Modeling was employed in order to test the hypotheses argued in the study. Findings indicate that the tendency of becoming a victim among vocational high school students is higher than becoming a bully. Furthermore, according to model analysis findings, it was established that bullying and victimization was predicted by factors of problematic Internet use, school burnout, and parental monitoring. Furthermore, a positive relationship was found between problematic Internet use and school burnout as well as parental monitoring and school burnout in line with the hypotheses. As a result, it was recommended that reducing the problematic Internet use through psycho-educational programs as well as increasing school engagement and family functioning with both indoor and outdoor social and cultural activities may prevent the emergence of bullying and victimization.

这项研究旨在探讨过度使用互联网，学校倦怠和父母监控之间的路径，以及土耳其青少年青少年在同伴欺凌和受害中的预测作用。研究中采用了关系调查设计。该研究小组由来自三所不同职业高中（包括每个年级）的362名学生组成（108名女性，254名男性，年龄15至18岁）。数据收集工具使用“互联网成瘾量表”，“学校倦怠量表”，“父母监控量表”和“同伴欺负/受害量表”。为了验证研究中提出的假设，采用了结构方程模型。研究结果表明，在职业高中学生中成为受害者的趋势要比被欺负者高。此外，根据模型分析结果，已经确定，欺凌和受害是由互联网使用问题，学校倦怠和父母监护等因素预测的。此外，根据假设，发现有问题的互联网使用与学校倦怠以及父母监控和学校倦怠之间存在正相关关系。因此，建议通过心理教育计划减少有问题的互联网使用，以及通过室内外社交和文化活动来增加学校参与度和家庭功能，以防止出现欺凌和受害现象。根据假设，发现有问题的互联网使用与学校倦怠以及父母监控和学校倦怠之间存在正相关关系。因此，建议通过心理教育计划减少有问题的互联网使用，以及通过室内外社交和文化活动来增加学校参与度和家庭功能，以防止出现欺凌和受害现象。根据假设，发现有问题的互联网使用与学校倦怠以及父母监控和学校倦怠之间存在正相关关系。因此，建议通过心理教育计划减少有问题的互联网使用，以及通过室内外社交和文化活动来增加学校参与度和家庭功能，以防止出现欺凌和受害现象。