@2024 Afarand., IRAN
ISSN: 2383-2150 Journal of Education and Community Health 2015;2(2):10-19
ISSN: 2383-2150 Journal of Education and Community Health 2015;2(2):10-19
The Factorial Structure and Psychometric Properties of Bullying Prevalence Questionnaire in Secondary Schools
ARTICLE INFO
Article Type
Original ResearchAuthors
Akbari-balootbangan A. (1*)Talepasand S. (1)
(1*) Department of Psychology and Educational Sciences, Semnan University, Semnan, Iran
Correspondence
Address: Department of Psychology and Educational Sciences, Semnan University, Semnan, IranPhone: +989383411790
Fax:
akbariafzal@semnan.ac.ir
Article History
Received: July 11, 2015Accepted: September 8, 2015
ePublished: September 28, 2015
ABSTRACT
Aims
Bullying has been common in schools across the world. Therefore, assessing the psychometric properties of its structures is important. The aim of this study was the assessment of the facto-rial structure and psychometric properties of bullying prevalence questionnaire
Materials & Methods The present study was descriptive and psychometric. For this purpose, 400 students (200 boys and 200 girls) were selected by multistage cluster sampling method and answered the bullying prevalence questionnaire and subjective well-being inventory (divergent validity). For data analysis, factor analysis method, Cronbach's alpha coefficient and Pearson’s correlation test were used by SPSS software version 22 and AMOS version 21.
Findings factor analysis result showed that this questionnaire was saturated with three factors and had good fitness scales. Significant negative relationships of bullying prevalence with subjective well-being (r = -0.10 and P ≤ 0.05) and academic achievement (r = -0.18 and P ≤ 0.01) were obtained. Cronbach's alpha for the total scale was calculated as 0.81, and for each of the sub-scales it was as follows: bullying: 0.81, victim 0.75, and pro-social 0.70; all the scores were satisfactory.
Conclusion Findings of the research showed that the Persian version of the bullying prevalence question-naire was acceptable among students concerning psychometric characteristic and it can be used as a valid instrument for psychological studies.
Materials & Methods The present study was descriptive and psychometric. For this purpose, 400 students (200 boys and 200 girls) were selected by multistage cluster sampling method and answered the bullying prevalence questionnaire and subjective well-being inventory (divergent validity). For data analysis, factor analysis method, Cronbach's alpha coefficient and Pearson’s correlation test were used by SPSS software version 22 and AMOS version 21.
Findings factor analysis result showed that this questionnaire was saturated with three factors and had good fitness scales. Significant negative relationships of bullying prevalence with subjective well-being (r = -0.10 and P ≤ 0.05) and academic achievement (r = -0.18 and P ≤ 0.01) were obtained. Cronbach's alpha for the total scale was calculated as 0.81, and for each of the sub-scales it was as follows: bullying: 0.81, victim 0.75, and pro-social 0.70; all the scores were satisfactory.
Conclusion Findings of the research showed that the Persian version of the bullying prevalence question-naire was acceptable among students concerning psychometric characteristic and it can be used as a valid instrument for psychological studies.
CITATION LINKS
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[5]Bradshaw C, Sawyer A, O’Brennan L. Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychol Review.2007; 36(3):361-82.
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[7]Brown C, Patterson ST. Bullying and school crisis intervention. International Journal of Humanities and Social Science.2012; 2(7):1-6.
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[14]Owens L, Shute R, and Slee P. Guess what I just heard: Indirect aggression among teenage girls in Australia. Aggr Behav.2000; 26(1):67-83.
[15]Ma X. Bullying and being bullied: To what extent are bullies also victims? Am Edu Res J.2001; 38(2):351-70.
[16]Crick NR. The role of relational aggression, overt aggression, and prosocial behavior in the prediction of children’s future social adjustment. Child Dev.1996; 67(5):2317-27.
[17]Rigby K, Slee PT. Dimensions of interpersonal relation among Australian children and implications for psychological well-being. J Soc Psychol.1993; 133(1):33-42.
[18]Hammed A, Odedare MA, Okoiye OE. Peer influence, perceived self-efficacy, family style and parental monitoring as correlates affecting bullying behavior among in-school adolescents in south-west Nigeria. Journal of Sociology, Psychology and Anthropology in Practice.2013; 5(1):44-53.
[19]Pellegrini AD, Long JD. A longitudinal study of bullying, dominance and victimization during the transition from primary though secondary school. Br J Dev Psychol.2002; 20(2):259-80.
[20]Perron TJ. Factors associated with peer violence among elementary, middle and high school students [PhD Thesis]. New Jersey: Rutgers University; 2013.
[21]Hulsey C. Examining the psychometric properties of self-report measures of bullying: Reliability of the peer relations questionnaire [PhD Thesis]. Kansas: Wichita State University; 2008.
[22]Strqm IF, Thoresen S, Wentzel-Larsen T, Dyb G. Violence, bullying and academic achievement: a study of 15-year-old adolescents and their school environment. Child Abuse Negl.2013; 37(4):243-51.
[23]Skrzypiec G. Living and learning at school. Annual Conference of the Australian Association for Research in Education; Recuperado 2008.
[24]Renshaw TL, Long AC, Cook CR. Assessing adolescents’ positive psychological functioning at school: Development and validation of the Student Subjective Wellbeing Questionnaire. Sch Psychol Q.2015; 30(4): 534-52.
[25]Akbari Balootbangan A, Najafi M, Babaee J. The factorial structure of the student subjective well-being questionnaire (SSWQ) secondary schools in qom city. Scientific Journal of School of Public Health and Institute of Public Health Research. In press. (Persian)
[26]Joreskog K, Sorbom D. LISREL 8: User's Reference Guide. Chicago: Scientific Software Inc; 2003.
[27]Berkler S. Applications of covariance structure modeling in psychology: cause for concern?. Psychol Bull.1990; 107(3):260-73.
[28]Gladden RM, Vivolo-Kantor AM, Hamburger ME, Lumpkin CD. Bullying surveillance among youths: uniform definitions for public health and recommended data elements. CDC Web Site; 2014 [updated 7 December, 2015; cited 20 October, 2015]; Available from: http://www.cdc.gov/violenceprevention/pdf/bullying-definitions-final-a.pdf
[29]Espelage DL. Bullying prevention: A research dialogue with Dorothy Espelage. Prev Res.2012; 19(3):17-9.
[30]Rigby K. Bullying in schools: addressing desires, not only behaviors. Educ Psychol Rev.2012; 24(2):339-48.
[31]De La Rue L, Espelage DL. Family and abuse characteristics of gang-involved pressured to join, and non-gang-involved girls. Psychol Violence.2014; 4(3):253-65.
[32]Olweus D. Bully/victim problems in school: Facts and intervention. European Journal of Psychology of Education.1997; 12(3):495-510.
[33]Akbari Balootbangan A, Talepasand S. [Psychometric properties of Harter’s bullying scale in primary schools of Semnan]. Journal of School of Public Health and Institute of Public Health Research.2015; 12(4):13-28. (Persian)
[2]Patchin JW. Traditional and nontraditional bullying among youth: A Test of General Strain Theory. Youth Soc.2011; 43(2):727-51.
[3]Nasel TR, Overpeck M, Pilla RS, Ruan WJ, Simons-Morton B, Scheidt P. Bullying behavior among us youth: Prevalence and association with psychosocial adjustment. JAMA.2001; 285(16):2094-100.
[4]Hoover J, Stenhjem P. Bullying and teasing of youth with disabilities: creating positive school environments for effective inclusion. National Center on Second Edu and Transition Issue Brief.2003; 2(3):1-7.
[5]Bradshaw C, Sawyer A, O’Brennan L. Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychol Review.2007; 36(3):361-82.
[6]Rigby K, Bagshaw D. Prospects of adolescent students collaborating with teachers in addressing issues of bullying and conflict in schools. Educ Psychol.2003; 32(3):535-46.
[7]Brown C, Patterson ST. Bullying and school crisis intervention. International Journal of Humanities and Social Science.2012; 2(7):1-6.
[8]Meyer-Adams N, Conner BT. School violence: Bullying behaviors and the psychosocial school environment in middle schools. Child Sch.2008; 30(4):211-21.
[9]Boulton MJ, Trueman M, Murray L. Associations between peer victimization fear of future victimization and disrupted concentration on class work among junior school pupils. Br J Educ Psychol.2008; 78(3):473-89.
[10]Holt M, Finkelhor D, Kaufman Kantor G. Hidden forms of victimization in elementary students involved in bullying. School Psychol Review.2007; 36(3):345-60.
[11]Salmivalli C, Peets K. Bullies, Victims and bully-victim relationships in middle childhood and early adolescence. In: Rubin KH, Bukowski WM, Laursen B, editors. Handbook of peer interactions, relationships, and groups. 2nd ed. New York: Guilford Press; 2011. pp: 322-40.
[12]Olweus D. Bullying or peer abuse at school: Facts and intervention. Current Directions in Psycholo Science.1995; 4(6):196-200.
[13]Crick NR, Grotpeter JK. Relational aggression, gender, and social psychological adjustment. Child Dev.1995; 66(3):710-22.
[14]Owens L, Shute R, and Slee P. Guess what I just heard: Indirect aggression among teenage girls in Australia. Aggr Behav.2000; 26(1):67-83.
[15]Ma X. Bullying and being bullied: To what extent are bullies also victims? Am Edu Res J.2001; 38(2):351-70.
[16]Crick NR. The role of relational aggression, overt aggression, and prosocial behavior in the prediction of children’s future social adjustment. Child Dev.1996; 67(5):2317-27.
[17]Rigby K, Slee PT. Dimensions of interpersonal relation among Australian children and implications for psychological well-being. J Soc Psychol.1993; 133(1):33-42.
[18]Hammed A, Odedare MA, Okoiye OE. Peer influence, perceived self-efficacy, family style and parental monitoring as correlates affecting bullying behavior among in-school adolescents in south-west Nigeria. Journal of Sociology, Psychology and Anthropology in Practice.2013; 5(1):44-53.
[19]Pellegrini AD, Long JD. A longitudinal study of bullying, dominance and victimization during the transition from primary though secondary school. Br J Dev Psychol.2002; 20(2):259-80.
[20]Perron TJ. Factors associated with peer violence among elementary, middle and high school students [PhD Thesis]. New Jersey: Rutgers University; 2013.
[21]Hulsey C. Examining the psychometric properties of self-report measures of bullying: Reliability of the peer relations questionnaire [PhD Thesis]. Kansas: Wichita State University; 2008.
[22]Strqm IF, Thoresen S, Wentzel-Larsen T, Dyb G. Violence, bullying and academic achievement: a study of 15-year-old adolescents and their school environment. Child Abuse Negl.2013; 37(4):243-51.
[23]Skrzypiec G. Living and learning at school. Annual Conference of the Australian Association for Research in Education; Recuperado 2008.
[24]Renshaw TL, Long AC, Cook CR. Assessing adolescents’ positive psychological functioning at school: Development and validation of the Student Subjective Wellbeing Questionnaire. Sch Psychol Q.2015; 30(4): 534-52.
[25]Akbari Balootbangan A, Najafi M, Babaee J. The factorial structure of the student subjective well-being questionnaire (SSWQ) secondary schools in qom city. Scientific Journal of School of Public Health and Institute of Public Health Research. In press. (Persian)
[26]Joreskog K, Sorbom D. LISREL 8: User's Reference Guide. Chicago: Scientific Software Inc; 2003.
[27]Berkler S. Applications of covariance structure modeling in psychology: cause for concern?. Psychol Bull.1990; 107(3):260-73.
[28]Gladden RM, Vivolo-Kantor AM, Hamburger ME, Lumpkin CD. Bullying surveillance among youths: uniform definitions for public health and recommended data elements. CDC Web Site; 2014 [updated 7 December, 2015; cited 20 October, 2015]; Available from: http://www.cdc.gov/violenceprevention/pdf/bullying-definitions-final-a.pdf
[29]Espelage DL. Bullying prevention: A research dialogue with Dorothy Espelage. Prev Res.2012; 19(3):17-9.
[30]Rigby K. Bullying in schools: addressing desires, not only behaviors. Educ Psychol Rev.2012; 24(2):339-48.
[31]De La Rue L, Espelage DL. Family and abuse characteristics of gang-involved pressured to join, and non-gang-involved girls. Psychol Violence.2014; 4(3):253-65.
[32]Olweus D. Bully/victim problems in school: Facts and intervention. European Journal of Psychology of Education.1997; 12(3):495-510.
[33]Akbari Balootbangan A, Talepasand S. [Psychometric properties of Harter’s bullying scale in primary schools of Semnan]. Journal of School of Public Health and Institute of Public Health Research.2015; 12(4):13-28. (Persian)