Psychometric Properties of Harter’s Victimization Scale in Middle Schools Students
Irtiqa Imini Pishgiri Masdumiyat (Safety Promotion and Injury Prevention),
Vol. 4 No. 4 (2016),
9 April 2017
,
Page 207-216
https://doi.org/10.22037/meipm.v4i4.16728
Abstract
Background and Objectives: Victims of violence were common in communities where the relationship suicide students and causing damage in the process of studying. The aim of this study was to evaluate the psychometric characteristics of the bullied scale in elementary school.
Materials and Methods: The present study was descriptive and of correlation studies' type. The study population all secondary students in Qom in the 2014-15 school year. For this purpose, 400 students (200 girls and 200 boys) were selected by a multi-stage cluster sampling method. All of them Harter's victim scale and subjective well-being questionnaire to complete. Exploratory factor analysis, confirmatory factor analysis and reliability analyses to Cranach’s alpha method were performed. Also Samijima graded answer model was used for the data analysis & fitness.
Results: : Results showed a single-factor model fit is good. Cronbach's alpha for the total scale 0.78 and for girls 0.66 and for boys 0.85 there. Also, evidence showed validity victimization with subjective well-being -0.16, discipline -0.18 and academic achievement -0.30 showed a significant relationship (p<0.1). There wasn’t a significant difference in victimization between boy & girl. The data obtained from questionnaire data had a suitable fitness with Samijima model & test awareness function in the range -0.7 to +2.2.
Conclusion: The Farsi version of Harter's victimization scale had acceptable psychometric properties and could be used as a reliable and valid instrument in psychological research.
How to cite this article:Akbari Balootbangan A, Talepasand S, Mohammad Rezaei A, Rahimian Boogar. Psychometric Properties of Harter’s Victimization Scale in Middle Schools Students.Irtiqa Imini Pishgiri Masdumiyat (Safety Promotion and Injury Prevention). 2016; 4(4):207-216 .
- Victimization Scale, Harter’s Victimization, Validation, Reliability
How to Cite
References
Goodyer IM, Croudace T, Dunn V, Herbert J, Jones PB. Cohort profile: risk patterns and processes for psychopathology emerging during adolescence: the ROOTS project.. International J Epidemiol. 2010;39(2):361-9. [Pubmed]
Olweus D. Bully/victim problems among school children: basic facts and effects of a school based intervention program. Pepler DJ, Rubin KH, editors: Lawrence Erlbaum, Hillsdale; 1991.
Rigby K, Slee PT. Bullying among Australian school children: Reported behavior and attitudes to victims. Journal of Social Psychology. 1991;15(3):615-27. [Pubmed]
Wang J, Iannotti R, Nansel T. School Bullying Among Adolescents in the United States: Physical, Verbal, Relational, and Cyber. J of Adol Health. 2009;45(2):368-75. [Pubmed]
Olweus D. Bullying at school: what we know and what we can do.: Blackwell, Oxford; 1993.
Leymann H. Mobbing: Psychoterror am Arbeitsplatz und wie man sich dagegen wehren kann. [Mobbing: Terrorization at work—and how to ward it off]. Rowohlt, Reinbek. 1993.
Georgiou SN. Bullying and victimization at school: The role of mothers. British J of Educational Psychology. 2008;78(1):109-25. [Pubmed]
Gasteiger Klicpera B, Klicpera C. Viktimisierung durch Gleichaltrige als Entwicklungsrisik [Victimization by peers as a developmental risk factor]. Z Kinder Jugendpsychiatr Psychother 2001;29(2):99-111. [Pubmed]
Rigby K. The relationship between reported health and involvement in bully/victim problems among male and female secondary school children. J Health Psychol. 1998;3(1):465-76.
Grills AE, Ollendick TH. Peer-victimization, global self-worth, and anxiety in middle school children. J Clin Child Adolesc Psychol 2002;31(1):59-68. [Pubmed]
Camodeca M, Goossens FA, Meerum Terwogt M, Schuengel S. Bullying and victimization among school-age children: stability and links to proactive and reactive aggression. social development. 2002;11(2):332-45. [Scopus]
Hanish LD, Guerra NG. A longitudinal analysis of patterns of adjustment following peer victimization. developmental Psychopathol. 2002;14(2):69-89. [Pubmed]
Troop-Gordon W, Ladd GW. Trajectories of peer victimization and perceptions of the self and schoolmates: precursors to internalizing and externalizing problems. child development. 2005;76(5):1072-91. [Pubmed]
Sawyer JL, Mishna F, Pepler D, Wiener J. The missing voice: Parents' perspectives of bullying. Children and Youth Services Review. 2011;33(2):1795-803.
Jimerson SR, Furlong MJ. Handbook of school violence and school safety: From research to practice. Mahwah, NJ: Lawrence Erlbaum; 2006.
Ahmed E, Braithwaite V. Bullying and victimization: Cause for concern for both families and schools. Social Psychology of Education. 2004;7(1):35-54.
Ok S, Aslan S. The school bullying and perceived parental style in adolescents. Procedia-Social and Behavioral Sciences. 2010;5:536-40.
Craig WM, Pepler D, Atlas R. Observations of bullying in the playground and in the classroom. School Psychology International. 2000;21(1):22-36.
Storch EA, Masia-Warner C. The relationship of peer victimization to social anxiety and loneliness in adolescent females. Journal of adolescence. 2004;27(3):351-62.
Neary A, Joseph S. Peer victimization and its relationship to self-concept and depression among schoolgirls. Personality and Individual Differences. 1994;16(1):183-6.
Swearer SM, Espelage DL, Vaillancourt T, Hymel S. What can be done about school bullying? Linking research to educational practice. Educational Researcher. 2010;39(1):38-47.
Olweus D. A profile of bullying at school. Educational leadership. 2003;60(6):12-7.
Whitney I, Nabuzoka D ,Smith PK. Bullying in schools: Mainstream and special needs. Support for learning. 1992;7(1):3-7.
Atik G. Assessment of school bullying in Turkey: a critical review of self-report instruments. Procedia-Social and Behavioral Sciences. 2011;15(2):3232-8.
Crick N. The role of relational aggression, overt aggression, and prosocial behavior in the prediction of children’s future social adjustment. Child development. 1996;67(2):2317-27.
Harter S. The Self-perception Profile for Children: Revision of the Perceived Competence Scale for Children: Manual Denver, CO: University of Denver; 1985.
Austin S, Joseph S. Assessment of bully/victim problems in 8 to 11 yearolds. Briti Jornal of Educational Psychology. 1996;66(2):447-56.
Ponzo M. Does bullying reduce educational achievement? An evaluation using matching estimators. Journal of Policy Modeling. 2013;35(6):1057-78.
Akbari Balootbangan A , Talepasand S. Psychometric properties of Harter’s bullying scale in primary schools of Semnan. Scientific Journal of School of Public Health and Institute of Public Health Research. 2014;12(4):13-27.
Pekel N. Akran zorbalıgı grupları arasında sosyometrik başarı durumlarının incelenmesi. Unpublished master’s thesis. Hacettepe University, Ankara; 2004.
Baldry AC, Farrington DP. Bullies and delinquents: Personal characteristics and parental styles. Journal of Community & Applied Social Psychology. 2000;10(1):17-31.
Vreeman RC, Carroll AE. A systematic review of school-based interventions to prevent bullying. Archives of Pediatrics and Adolescent Medicine. 2007;161(1):78-88.
Renshaw TL, Long A, Cook CR. Assessing Adolescents’ Positive Psychological Functioning at School: Development and Validation of the Student Subjective Wellbeing Questionnaire. Amer Psychol Ass. 2014;10(3):1-19.
Akbari Balootbangan A, Najafi M, Babaee J. The Factorial Structure of the Student Subjective Well-being Questionnaire (SSWQ) Secondary Schools in Qom City. Inedited. 2015.
Joreskog K, Sorbom D. LISREL 8: User's Reference Guide. Chicago: Scientific Software Inc; 2003.
Berkler S. Applications of covariance structure modeling in psychology: cause for concern. Psychol Bull. 1990;107(3):260-73.
Baker JG, Rounds JB , Zevon MAA. comparison of Graded Response and Rasch Partial Credit Models with Subjective Well-being. Journal Educational behavior stat. 2000;25(3):253-70.
Siyahhan Sinem O, Aricak T, Cayirdag-Acar N. The relation between bullying, victimization, and adolescents' level of hopelessness. Journal of adolescence 2012;35(4):1053-9.
Boulton MJ, Smith PK, Cowie H. Short-term longitudinal relationships between children’s peer victimization/bullying experiences and self-perceptions evidence for reciprocity. School Psychology International. 2010;31(3):296-311.
Callaghan S, Joseph S. Selfconcept and peer victimisation among schoolchildren. Personality and Individual Differences. 1995;18(2):161-3.
Wei H, Huang C. Reviewing school bullying research: empirical findings and methodical considerations. Nttu Edu research J. 2005;16(1):69-112.
Nansel TR, Haynie DL, Simonsmorton BG. The association of bullying and victimization with middle school adjustment. Journal of Applied School Psychology. 2003;19(2):45-61.
You S, Furlong MJ, Felix E, Sharkey JD, Tanigawa D, Green JG. Relations among school connectedness, hope, life satisfaction, and bully victimization. Psychology in the Schools. 2008;45(5):446-60.
Liu J, Bullock A, Coplan RJ. Predictive Relations between Peer Victimization and Academic Achievement in Chinese Children. School Psychology Quarterly. 2014;29(1):89-98.
Bond L, Carlin JB, Thomas L, Rubin K, Patton G. Does bullying cause emotional problems? A prospective study of young teenagers. BMJ. 2001;323(7311):480-4.
Eweniyi G, Adeoye AO, Ayodele KO, Adebayo IR. The Effectiveness of Two Psycho-Social Behavioural Interventions on Adolescents’ Bullying Behaviour among Nigerian Adolescents. J of Studies in Social Sciences. 2013;4(2):246-61.
- Abstract Viewed: 638 times
- PDF (فارسی) Downloaded: 342 times