Development and validation of the Bullying and Cyberbullying Scale for Adolescents: A multi‐dimensional measurement model
Background Intervention on adolescent bullying is reliant on valid and reliable measurement of victimization and perpetration experiences across different behavioural expressions. Aims This study developed and validated a survey tool that integrates measurement of both traditional and cyber bullying...
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| Veröffentlicht in: | British journal of educational psychology 2019-03, Vol.89 (1), p.75-94 |
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| container_title | British journal of educational psychology |
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| creator | Thomas, Hannah J. Scott, James G. Coates, Jason M. Connor, Jason P. |
| description | Background
Intervention on adolescent bullying is reliant on valid and reliable measurement of victimization and perpetration experiences across different behavioural expressions.
Aims
This study developed and validated a survey tool that integrates measurement of both traditional and cyber bullying to test a theoretically driven multi‐dimensional model.
Sample
Adolescents from 10 mainstream secondary schools completed a baseline and follow‐up survey (N = 1,217; Mage = 14 years; 66.2% male).
Methods
The Bullying and cyberbullying Scale for Adolescents (BCS‐A) developed for this study comprised parallel victimization and perpetration subscales, each with 20 items. Additional measures of bullying (Olweus Global Bullying and the Forms of Bullying Scale [FBS]), as well as measures of internalizing and externalizing problems, school connectedness, social support, and personality, were used to further assess validity.
Results
Factor structure was determined, and then, the suitability of items was assessed according to the following criteria: (1) factor interpretability, (2) item correlations, (3) model parsimony, and (4) measurement equivalence across victimization and perpetration experiences. The final models comprised four factors: physical, verbal, relational, and cyber. The final scale was revised to two 13‐item subscales. The BCS‐A demonstrated acceptable concurrent and convergent validity (internalizing and externalizing problems, school connectedness, social support, and personality), as well as predictive validity over 6 months.
Conclusions
The BCS‐A has sound psychometric properties. This tool establishes measurement equivalence across types of involvement and behavioural forms common among adolescents. An improved measurement method could add greater rigour to the evaluation of intervention programmes and also enable interventions to be tailored to subscale profiles. |
| doi_str_mv | 10.1111/bjep.12223 |
| format | Article |
| fullrecord | <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_miscellaneous_2035245666</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1205118</ericid><sourcerecordid>2035245666</sourcerecordid><originalsourceid>FETCH-LOGICAL-c4153-3c4f43c7385534a0a281dd91835ad3332760fd6b3b4e2f89fbc7080b407e79643</originalsourceid><addsrcrecordid>eNp9kc1u1DAUhS1ERYeBDXuQJTaoUop_Y4fddBgKVSWQgHXkxDfgkRMPdlI0YsMj8Ix9EtxJ2wUL7IV1fT-dc68OQs8oOaX5vG62sDuljDH-AC0YEaLQTFUP0YIQogpSVfoYPU5pm0upuHiEjlmlWJmrBfr1Fq7Ah10Pw4jNYPGV8c6a0YUBhw6P3wGfTd7v3fDt0F7vG4jN3c_n1njAXYh4ZYOH1GaV9AavcD_50V3__mNdFk5ZzHjcg0lThINTHyz4J-ioMz7B09t3ib6-23xZvy8uP55_WK8ui1ZQyQveik7wVnEtJReGGKaptRXVXBrLOWeqJJ0tG94IYJ2uuqZVRJNGEAWqKgVfolez7i6GHxOkse5dHtV7M0CYUs0Il0zIsiwz-vIfdBummKfPFK20FDrfTJ3MVBtDShG6ehddb-K-pqS-iaS-iaQ-RJLhF7eSU9ODvUfvMsjA8xmA6Nr79uaCMiJp3nKJ6Nz_6Tzs_2NVn11sPs2mfwF6naCp</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2198548484</pqid></control><display><type>article</type><title>Development and validation of the Bullying and Cyberbullying Scale for Adolescents: A multi‐dimensional measurement model</title><source>Applied Social Sciences Index & Abstracts (ASSIA)</source><source>MEDLINE</source><source>Education Source</source><source>Wiley Online Library Journals Frontfile Complete</source><creator>Thomas, Hannah J. ; Scott, James G. ; Coates, Jason M. ; Connor, Jason P.</creator><creatorcontrib>Thomas, Hannah J. ; Scott, James G. ; Coates, Jason M. ; Connor, Jason P.</creatorcontrib><description>Background
Intervention on adolescent bullying is reliant on valid and reliable measurement of victimization and perpetration experiences across different behavioural expressions.
Aims
This study developed and validated a survey tool that integrates measurement of both traditional and cyber bullying to test a theoretically driven multi‐dimensional model.
Sample
Adolescents from 10 mainstream secondary schools completed a baseline and follow‐up survey (N = 1,217; Mage = 14 years; 66.2% male).
Methods
The Bullying and cyberbullying Scale for Adolescents (BCS‐A) developed for this study comprised parallel victimization and perpetration subscales, each with 20 items. Additional measures of bullying (Olweus Global Bullying and the Forms of Bullying Scale [FBS]), as well as measures of internalizing and externalizing problems, school connectedness, social support, and personality, were used to further assess validity.
Results
Factor structure was determined, and then, the suitability of items was assessed according to the following criteria: (1) factor interpretability, (2) item correlations, (3) model parsimony, and (4) measurement equivalence across victimization and perpetration experiences. The final models comprised four factors: physical, verbal, relational, and cyber. The final scale was revised to two 13‐item subscales. The BCS‐A demonstrated acceptable concurrent and convergent validity (internalizing and externalizing problems, school connectedness, social support, and personality), as well as predictive validity over 6 months.
Conclusions
The BCS‐A has sound psychometric properties. This tool establishes measurement equivalence across types of involvement and behavioural forms common among adolescents. An improved measurement method could add greater rigour to the evaluation of intervention programmes and also enable interventions to be tailored to subscale profiles.</description><identifier>ISSN: 0007-0998</identifier><identifier>EISSN: 2044-8279</identifier><identifier>DOI: 10.1111/bjep.12223</identifier><identifier>PMID: 29726005</identifier><language>eng</language><publisher>England: Wiley-Blackwell</publisher><subject>Adolescent ; Adolescent Behavior - psychology ; Adolescents ; Behavior Problems ; behaviour measures ; Bullying ; Bullying - psychology ; Child ; Computer Mediated Communication ; Connectedness ; Convergent validity ; Correlation ; Crime Victims - psychology ; Cyberbullying ; Cyberbullying - psychology ; Educational psychology ; Externalizing problems ; Factor Structure ; Female ; Humans ; Internalization ; Internalizing disorders ; Intervention ; Male ; Measurement ; Measures (Individuals) ; Personality ; Personality Traits ; Polls & surveys ; Predictive validity ; Psychometrics ; Psychometrics - instrumentation ; Psychometrics - methods ; Psychometrics - standards ; Quantitative psychology ; Reproducibility of Results ; Rigour ; Schools ; Secondary School Students ; Secondary schools ; Social support ; Social Support Groups ; Student School Relationship ; Students - psychology ; Suitability ; survey method ; Teenagers ; Validity ; Verbal Communication ; Victimization ; Victims</subject><ispartof>British journal of educational psychology, 2019-03, Vol.89 (1), p.75-94</ispartof><rights>2018 The British Psychological Society</rights><rights>2018 The British Psychological Society.</rights><rights>Copyright © 2019 The British Psychological Society</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c4153-3c4f43c7385534a0a281dd91835ad3332760fd6b3b4e2f89fbc7080b407e79643</citedby><cites>FETCH-LOGICAL-c4153-3c4f43c7385534a0a281dd91835ad3332760fd6b3b4e2f89fbc7080b407e79643</cites><orcidid>0000-0001-7897-7821</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://onlinelibrary.wiley.com/doi/pdf/10.1111%2Fbjep.12223$$EPDF$$P50$$Gwiley$$H</linktopdf><linktohtml>$$Uhttps://onlinelibrary.wiley.com/doi/full/10.1111%2Fbjep.12223$$EHTML$$P50$$Gwiley$$H</linktohtml><link.rule.ids>314,776,780,1411,27901,27902,30976,45550,45551</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1205118$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/29726005$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Thomas, Hannah J.</creatorcontrib><creatorcontrib>Scott, James G.</creatorcontrib><creatorcontrib>Coates, Jason M.</creatorcontrib><creatorcontrib>Connor, Jason P.</creatorcontrib><title>Development and validation of the Bullying and Cyberbullying Scale for Adolescents: A multi‐dimensional measurement model</title><title>British journal of educational psychology</title><addtitle>Br J Educ Psychol</addtitle><description>Background
Intervention on adolescent bullying is reliant on valid and reliable measurement of victimization and perpetration experiences across different behavioural expressions.
Aims
This study developed and validated a survey tool that integrates measurement of both traditional and cyber bullying to test a theoretically driven multi‐dimensional model.
Sample
Adolescents from 10 mainstream secondary schools completed a baseline and follow‐up survey (N = 1,217; Mage = 14 years; 66.2% male).
Methods
The Bullying and cyberbullying Scale for Adolescents (BCS‐A) developed for this study comprised parallel victimization and perpetration subscales, each with 20 items. Additional measures of bullying (Olweus Global Bullying and the Forms of Bullying Scale [FBS]), as well as measures of internalizing and externalizing problems, school connectedness, social support, and personality, were used to further assess validity.
Results
Factor structure was determined, and then, the suitability of items was assessed according to the following criteria: (1) factor interpretability, (2) item correlations, (3) model parsimony, and (4) measurement equivalence across victimization and perpetration experiences. The final models comprised four factors: physical, verbal, relational, and cyber. The final scale was revised to two 13‐item subscales. The BCS‐A demonstrated acceptable concurrent and convergent validity (internalizing and externalizing problems, school connectedness, social support, and personality), as well as predictive validity over 6 months.
Conclusions
The BCS‐A has sound psychometric properties. This tool establishes measurement equivalence across types of involvement and behavioural forms common among adolescents. An improved measurement method could add greater rigour to the evaluation of intervention programmes and also enable interventions to be tailored to subscale profiles.</description><subject>Adolescent</subject><subject>Adolescent Behavior - psychology</subject><subject>Adolescents</subject><subject>Behavior Problems</subject><subject>behaviour measures</subject><subject>Bullying</subject><subject>Bullying - psychology</subject><subject>Child</subject><subject>Computer Mediated Communication</subject><subject>Connectedness</subject><subject>Convergent validity</subject><subject>Correlation</subject><subject>Crime Victims - psychology</subject><subject>Cyberbullying</subject><subject>Cyberbullying - psychology</subject><subject>Educational psychology</subject><subject>Externalizing problems</subject><subject>Factor Structure</subject><subject>Female</subject><subject>Humans</subject><subject>Internalization</subject><subject>Internalizing disorders</subject><subject>Intervention</subject><subject>Male</subject><subject>Measurement</subject><subject>Measures (Individuals)</subject><subject>Personality</subject><subject>Personality Traits</subject><subject>Polls & surveys</subject><subject>Predictive validity</subject><subject>Psychometrics</subject><subject>Psychometrics - instrumentation</subject><subject>Psychometrics - methods</subject><subject>Psychometrics - standards</subject><subject>Quantitative psychology</subject><subject>Reproducibility of Results</subject><subject>Rigour</subject><subject>Schools</subject><subject>Secondary School Students</subject><subject>Secondary schools</subject><subject>Social support</subject><subject>Social Support Groups</subject><subject>Student School Relationship</subject><subject>Students - psychology</subject><subject>Suitability</subject><subject>survey method</subject><subject>Teenagers</subject><subject>Validity</subject><subject>Verbal Communication</subject><subject>Victimization</subject><subject>Victims</subject><issn>0007-0998</issn><issn>2044-8279</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2019</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><recordid>eNp9kc1u1DAUhS1ERYeBDXuQJTaoUop_Y4fddBgKVSWQgHXkxDfgkRMPdlI0YsMj8Ix9EtxJ2wUL7IV1fT-dc68OQs8oOaX5vG62sDuljDH-AC0YEaLQTFUP0YIQogpSVfoYPU5pm0upuHiEjlmlWJmrBfr1Fq7Ah10Pw4jNYPGV8c6a0YUBhw6P3wGfTd7v3fDt0F7vG4jN3c_n1njAXYh4ZYOH1GaV9AavcD_50V3__mNdFk5ZzHjcg0lThINTHyz4J-ioMz7B09t3ib6-23xZvy8uP55_WK8ui1ZQyQveik7wVnEtJReGGKaptRXVXBrLOWeqJJ0tG94IYJ2uuqZVRJNGEAWqKgVfolez7i6GHxOkse5dHtV7M0CYUs0Il0zIsiwz-vIfdBummKfPFK20FDrfTJ3MVBtDShG6ehddb-K-pqS-iaS-iaQ-RJLhF7eSU9ODvUfvMsjA8xmA6Nr79uaCMiJp3nKJ6Nz_6Tzs_2NVn11sPs2mfwF6naCp</recordid><startdate>201903</startdate><enddate>201903</enddate><creator>Thomas, Hannah J.</creator><creator>Scott, James G.</creator><creator>Coates, Jason M.</creator><creator>Connor, Jason P.</creator><general>Wiley-Blackwell</general><general>British Psychological Society</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><scope>K9.</scope><scope>7X8</scope><orcidid>https://orcid.org/0000-0001-7897-7821</orcidid></search><sort><creationdate>201903</creationdate><title>Development and validation of the Bullying and Cyberbullying Scale for Adolescents: A multi‐dimensional measurement model</title><author>Thomas, Hannah J. ; Scott, James G. ; Coates, Jason M. ; Connor, Jason P.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c4153-3c4f43c7385534a0a281dd91835ad3332760fd6b3b4e2f89fbc7080b407e79643</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2019</creationdate><topic>Adolescent</topic><topic>Adolescent Behavior - psychology</topic><topic>Adolescents</topic><topic>Behavior Problems</topic><topic>behaviour measures</topic><topic>Bullying</topic><topic>Bullying - psychology</topic><topic>Child</topic><topic>Computer Mediated Communication</topic><topic>Connectedness</topic><topic>Convergent validity</topic><topic>Correlation</topic><topic>Crime Victims - psychology</topic><topic>Cyberbullying</topic><topic>Cyberbullying - psychology</topic><topic>Educational psychology</topic><topic>Externalizing problems</topic><topic>Factor Structure</topic><topic>Female</topic><topic>Humans</topic><topic>Internalization</topic><topic>Internalizing disorders</topic><topic>Intervention</topic><topic>Male</topic><topic>Measurement</topic><topic>Measures (Individuals)</topic><topic>Personality</topic><topic>Personality Traits</topic><topic>Polls & surveys</topic><topic>Predictive validity</topic><topic>Psychometrics</topic><topic>Psychometrics - instrumentation</topic><topic>Psychometrics - methods</topic><topic>Psychometrics - standards</topic><topic>Quantitative psychology</topic><topic>Reproducibility of Results</topic><topic>Rigour</topic><topic>Schools</topic><topic>Secondary School Students</topic><topic>Secondary schools</topic><topic>Social support</topic><topic>Social Support Groups</topic><topic>Student School Relationship</topic><topic>Students - psychology</topic><topic>Suitability</topic><topic>survey method</topic><topic>Teenagers</topic><topic>Validity</topic><topic>Verbal Communication</topic><topic>Victimization</topic><topic>Victims</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Thomas, Hannah J.</creatorcontrib><creatorcontrib>Scott, James G.</creatorcontrib><creatorcontrib>Coates, Jason M.</creatorcontrib><creatorcontrib>Connor, Jason P.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Medline</collection><collection>MEDLINE</collection><collection>MEDLINE (Ovid)</collection><collection>MEDLINE</collection><collection>MEDLINE</collection><collection>PubMed</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>MEDLINE - Academic</collection><jtitle>British journal of educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Thomas, Hannah J.</au><au>Scott, James G.</au><au>Coates, Jason M.</au><au>Connor, Jason P.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1205118</ericid><atitle>Development and validation of the Bullying and Cyberbullying Scale for Adolescents: A multi‐dimensional measurement model</atitle><jtitle>British journal of educational psychology</jtitle><addtitle>Br J Educ Psychol</addtitle><date>2019-03</date><risdate>2019</risdate><volume>89</volume><issue>1</issue><spage>75</spage><epage>94</epage><pages>75-94</pages><issn>0007-0998</issn><eissn>2044-8279</eissn><abstract>Background
Intervention on adolescent bullying is reliant on valid and reliable measurement of victimization and perpetration experiences across different behavioural expressions.
Aims
This study developed and validated a survey tool that integrates measurement of both traditional and cyber bullying to test a theoretically driven multi‐dimensional model.
Sample
Adolescents from 10 mainstream secondary schools completed a baseline and follow‐up survey (N = 1,217; Mage = 14 years; 66.2% male).
Methods
The Bullying and cyberbullying Scale for Adolescents (BCS‐A) developed for this study comprised parallel victimization and perpetration subscales, each with 20 items. Additional measures of bullying (Olweus Global Bullying and the Forms of Bullying Scale [FBS]), as well as measures of internalizing and externalizing problems, school connectedness, social support, and personality, were used to further assess validity.
Results
Factor structure was determined, and then, the suitability of items was assessed according to the following criteria: (1) factor interpretability, (2) item correlations, (3) model parsimony, and (4) measurement equivalence across victimization and perpetration experiences. The final models comprised four factors: physical, verbal, relational, and cyber. The final scale was revised to two 13‐item subscales. The BCS‐A demonstrated acceptable concurrent and convergent validity (internalizing and externalizing problems, school connectedness, social support, and personality), as well as predictive validity over 6 months.
Conclusions
The BCS‐A has sound psychometric properties. This tool establishes measurement equivalence across types of involvement and behavioural forms common among adolescents. An improved measurement method could add greater rigour to the evaluation of intervention programmes and also enable interventions to be tailored to subscale profiles.</abstract><cop>England</cop><pub>Wiley-Blackwell</pub><pmid>29726005</pmid><doi>10.1111/bjep.12223</doi><tpages>20</tpages><orcidid>https://orcid.org/0000-0001-7897-7821</orcidid><oa>free_for_read</oa></addata></record> |
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| subjects | Adolescent Adolescent Behavior - psychology Adolescents Behavior Problems behaviour measures Bullying Bullying - psychology Child Computer Mediated Communication Connectedness Convergent validity Correlation Crime Victims - psychology Cyberbullying Cyberbullying - psychology Educational psychology Externalizing problems Factor Structure Female Humans Internalization Internalizing disorders Intervention Male Measurement Measures (Individuals) Personality Personality Traits Polls & surveys Predictive validity Psychometrics Psychometrics - instrumentation Psychometrics - methods Psychometrics - standards Quantitative psychology Reproducibility of Results Rigour Schools Secondary School Students Secondary schools Social support Social Support Groups Student School Relationship Students - psychology Suitability survey method Teenagers Validity Verbal Communication Victimization Victims |
| title | Development and validation of the Bullying and Cyberbullying Scale for Adolescents: A multi‐dimensional measurement model |
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