The first of the main aims of our research was to determine whether there is a relationship between students’ meaning of life, psychological resilience, peer bullying and suicidal thoughts.
As a result of the path analysis, it was determined that a one-unit increase in the existing meaning dimension, which is one of the sub-dimensions of the meaning of life scale, causes a decrease in all sub-dimensions (probability of suicide, negative self-perception, hopelessness, hostility, and negative perception) of the suicide probability scale. It can be said that the existence of a meaning of life in the adolescent surrounds him as a protective barrier effect against the possibility of suicide. Camphell and Fahy (2005) state that there is a relationship between suicide and the probability of suicide. He states that 20% of people who state that there is a possibility of suicide have attempted suicide. The majority of these people received professional help before suicidal behavior; found that suicide cases were more common in people who had previously received psychiatric treatment at the hospital for any reason.
Likewise, it was determined that a one-unit increase in the family support and peer support sub-dimensions of the adolescent resilience scale caused a decrease in all sub-dimensions of the suicide probability scale. Psychological resilience seems to play a role in preventing the possibility of suicide. Similarly, a one-unit increase in the adjustment dimension of the adolescent resilience scale causes a decrease in the negative self-perception sub-dimension of the suicide probability scale. The findings in the literature are in parallel with the findings obtained from the research. It has been stated that peer bullying is the most observed violence problem among children and adolescents and has the risk of turning into anti-social behavior disorders in the long run (Smokowski & Kopasz, 2005). Students exposed to peer bullying are more likely to commit suicide than others (Kowalski, Limber, Agatston, 2008). Studies have found a positive relationship between school maladjustment, smoking and exposure to peer bullying (Nansel, Overpeck, Pilla, Ruan, Simmons-Morton, & Scheidt, 2001).
While the existing meaning sub-dimension of the meaning of life scale causes a decrease in the suicide probability, negative self-perception, hopelessness, hostility and negative perception sub-dimensions of the suicide probability scale; It was determined that a one-unit increase in the sought meaning dimension of the meaning of life scale caused an increase in the suicide probability, hopelessness, and hostility sub-dimensions of the suicide probability scale. Dean and Range (1999), who investigated the suicide rate in the outpatient group, found significant relationships between hopelessness and also suicide probability and meaning of life in their study using path analysis. Accordingly, as the level of meaning of life increases, the probability of suicide increases (Cited by Atlı, 2007). According to the data of the World Health Organization (2014), suicide rates in 172 countries with a population of more than 300 thousand vary between 0.4 and 44.2 per hundred thousand. In 2012, suicide was the 15th most common cause of death, accounting for 1.4% of deaths worldwide. Suicide accounts for 8.5% of deaths among young adults aged 15-29 globally. It is the second most common cause of death after traffic accidents in this age group.
A one-unit increase in the verbal abuse sub-dimension of the peer bullying scale decreased in the family support and peer support sub-dimensions of the adolescent resilience scale; Suicide probability and hostility of the suicide probability scale and school support sub-dimension of the adolescent resilience scale increase. Similarly, a one-unit increase in the social manipulation sub-dimension of the peer bullying scale was found in the meaning of life scale sub-dimensions, adaptation, peer support and family support sub-dimensions of the adolescent resilience scale; While it causes a decrease in the hostility sub-dimension of the suicide probability scale, it causes an increase in the hopelessness sub-dimension. Soylu (2007) investigated the social, emotional and cognitive factors affecting the probability of suicide in adolescents with depression. , low friend support, somatization, hostility, psychoticism, emotional difficulties and difficulties with peer relationships were found to be associated with suicide probability. In the general survey study of Kim and Leventhall (2008), in which they investigated the relationship between bullying and suicide, 37 studies conducted in 16 countries in 5 continents were examined one by one and it was determined that being exposed to bullying has a devastating effect on the victims; revealed that it triggers the possibility of suicide; It has been determined that bullying behaviors are a very serious problem in today’s societies; It was emphasized that peer bullying should be considered as a serious global public health problem for all world societies.
The one-unit increase in the physical attack sub-dimension of the peer bullying scale, the existing meaning of the meaning of life scale; family support, peer support and school support of adolescent resilience scale; while causing a decrease in the negative self-perception and hopelessness dimensions of the suicide probability scale; causes an increase in the hostility dimension of the suicide probability scale. When we look at the literature, it is noticed that adolescents who are exposed to bullying develop self-harming reactions. Some theoretical explanations emphasize the negative emotional and psychological consequences of being a victim of bullying. Working on the reasons for this, Hay, Meldrum, and Mann (2010) state that being in a victim position creates a kind of tension for adolescents and this tension triggers negative emotions and triggers self-harming behaviors. To test this theory experimentally, Hay and Meldrum reported that bullying is associated with negative emotions as well as self-harming intent. When we think in general, these models tell us that victims of bullying are forced into submissive and weak social positions and as a result, their self-efficacy, self-worth perceptions and general motivations decrease; states that their negative emotions, negative self-perceptions and depressive moods increase. Nazir and Pişkin (2015) measured the effects of peer bullying on students in their coordinated research in Turkey and India, and according to the results obtained, peer bullying greatly reduces students’ self-confidence and self-confidence and causes depressive mood in students; In addition to these, they also determined that the students who are exposed to bullying cause them to feel isolated and lonely from their environment. Students who feel lonely, isolated and depressed are more likely to commit suicide, likely to commit suicide, or engage in suicide attempt behavior.
A one-unit increase in the dimension of the existing meaning of life causes a decrease in the suicide probability, negative self-perception, hopelessness, hostility and negative perception dimensions of the suicide probability scale. In other words, students’ having thoughts of meaning decreases their suicidal thoughts, negative self-perceptions, hopelessness levels, hostility and negative perception levels. These results seem to be in line with Hay and Meldrum’s (2010) research findings mentioned above. As the level of meaning in life of adolescents increases, suicidal thoughts, negative self-perception, hopelessness and negative perception levels gradually decrease. A one-unit increase in the sought meaning dimension of the meaning of life causes an increase in the suicide probability, hopelessness and hostility dimensions of the suicide probability scale. In other words, seeking meaning in life causes an increase in suicide probability, hopelessness and hostility levels. Not having the possibility of meaning yet and still seeking it increases the likelihood of suicide, hopelessness and hostility in adolescents. Dilbaz, Holat, Bayram, and Tüzer (1995) found in their study that hopelessness is a concept that will guide research in understanding suicide. In their study, it was found that the feelings of hopelessness were more intense in patients who attempted suicide compared to those who did not attempt suicide; They state that if a person’s perspective on life is filled with hopelessness, the risk of suicide also increases. Heisel and Flett (2004) examined the relationship between meaning of life, life satisfaction, and suicide probability. They found that meaning of life and life satisfaction had a protective role against depression, neuroticism, and social hopelessness. The probability of meaning of life has a significant mediating role between suicide probability and life satisfaction; again, they found that the probability of meaning in life had a moderating role between the probability of depression and suicide.
A one-unit increase in the family support dimension of adolescent psychological resilience causes a decrease in the suicide probability, negative self-perception, hopelessness, hostility, and negative perception dimensions of the suicide probability scale. A one-unit increase in the peer support dimension of adolescent psychological resilience causes a decrease in the suicide probability, negative self, hopelessness, and hostility dimensions of the suicide probability scale. A one-unit increase in the adjustment dimension of adolescent psychological resilience causes a decrease in the negative self-perception dimension of the suicide probability scale. Aydın (2018), in his study on the effects of childhood traumas on resilience and depression symptoms, found that there was a negative significant relationship between resilience levels and depression symptom levels. In other words, as the psychological resilience level of the students increases, their depression decreases.
Students who are victims of bullying are more likely to commit suicide than others (Kowalski, Limber, Agatston, 2008). Studies have found a positive relationship between school maladjustment, smoking and being a victim of bullying (Nansel, Overpeck, Pilla, Ruan, Simmons-Morton, & Scheidt, 2001). According to Smokowski and Kopasz (2005), bullying can be considered as the most common violence problem among young people and can turn into very serious anti-social behavior disorders. According to the results of the research conducted by Totan and Yondem (2007) with high school students, the intensity of peer relations among adolescents is positively related to being a bully. This finding shows that the quality of friendship relations should be reconsidered in terms of children exposed to bullying.
Camphell and Fahy (2005) state that there is a relationship between suicide and the probability of suicide. It is stated that 20% of the people who state that there is a possibility of suicide have attempted suicide. The vast majority of these people received professional help before suicidal behavior; found that suicide cases were more common in people who had previously received psychiatric treatment at the hospital for any reason.
Another sub-purpose of our study was to determine whether the variables of meaning of life and psychological resilience had a mediating effect in the relationship between peer bullying and suicide probability. It has been determined that peer bullying affects suicide probability both directly and indirectly in a positive way. Bullying directly affects the meaning of life in a negative way. The meaning of life directly affects the probability of suicide in a negative way. The significant relationship path coefficient between peer bullying and suicide probability indicates that the meaning of life variable does not have a full mediation effect (Gürbüz & Şahin, 2016). Contrary to this result, Henry (2014) found in their research that the meaning of life factor has a mediating effect on the relationship between exposure to peer bullying and the possibility of suicide. In other words, the meaning of life variable positively affects the suicidal thoughts of students who are exposed to peer bullying; it acts as a buffer by protecting them from thoughts such as suicide and self-harm.
Meaning of life research seems to be closely related to bullying victims’ statements about meaning in life. While research has shown that meaning in life can prevent stress and limit the impact of stress, cross-sectional studies show that people with the possibility of meaning in life are less harmed under terrorist attacks, when diagnosed with cancer, in times of courage, and in distressing situations (Edmonds & Hooker, 1992; Steger, Frazier, Oishi, & Kaler, 2006; Vickberg, Bovbjerg, DuHamel, Currie, & Redd, 2000).
In the bullying model (Hay & Meldrum & Mann, 2010) in this category, they advocate the idea that “the meaning/purpose of life that one has, reduces the negative effects of bullying victims”. In this context, meaning in life offers a protective, buffering role for victims of bullying. Adolescents with a strong level of meaning in life can better design their psycho-social power sources and cope with the negative effects of bullying more easily. Thus, having a meaning in life despite the destructive effects of bullying prevents the young individual from internalizing the victimization of bullying and/or can provide additional sources of meaning for the individual’s life.
In the study conducted by Henry et al. (2014), in which they tested the potential mediator and moderator role of meaning in life in the relationship between victims of bullying and suicidal thoughts, meaning of life had a mediating role for girls; They found that the meaning of life had a regulatory role for men as well. That the meaning of life is an important goal for the mental health of young people; They state that it is a positive, preventive and target point that needs to be intervened. Heisel and Flett (2004) examined the relationship between meaning of life, life satisfaction, and suicide probability. They found that meaning of life and life satisfaction had a protective role against depression, neuroticism, and social hopelessness. The probability of meaning of life has a significant mediating role between suicide probability and life satisfaction; again, they found that the probability of meaning in life had a significant moderating role between the probability of depression and suicide.
It can be said that the concepts of meaning of life and psychological resilience have a protective effect on the relationship between peer bullying and suicide probability. Individuals with a strong meaning of life and people with a high level of psychological resilience will recover from the effects of being bullied and the possibility of suicide with the least harm.
In addition to all these, the Meaning in Life Questionainere, which was developed by Steger, Frazier, Oishi, and Kaler (2006) and adapted by Demirdağ and Kalafat (2015), was used both in the original and in the adaptation. The study was conducted with university students. In the study, it was proven that the scale can also be applied to high school students and adolescents. In future studies, the Meaning of Life Scale can be used in the sample of high school students.
Similarly, the Suicide Probability Scale developed by Cull and Gill (1990) and adapted into Turkish by Atlı, Eskin, and Dereboy (2009) was developed to measure the suicide risk among adults. The sample in the original study and the adapted study consists of adults. In the study, the results of the reliability and validity studies of this scale showed that it can be easily used with high school adolescents.
