Faculty of Psychology, University of Valencia, Valencia, Spain.
Department of Education and School Management, University of Valencia, Valencia, Spain.
PLoS One. 2021 Nov 8;16(11):e0259392. doi: 10.1371/journal.pone.0259392. eCollection 2021.
Besides its several threats to health, welfare, social and academic development and performance of kids and teenagers, school bullying remains highlighted as one of the most relevant related challenges for educational, behavioral and legal sciences worldwide. Moreover, the lack of research on the field and the crucial but unattended need to count on psychometrically suitable and valid tools to detect school bullying make difficult understanding its contexts, dynamics and possible solutions. Objective The aim of this study was to thoroughly present in detail the psychometric properties and validity issues of the School Bullying Questionnaire (CIE-A) among secondary students. Methods A regionwide sample of 810 (47.2% girls) secondary students attending to 21 schools across the Valencian Community (Spain), aged M = 14.40 (SD = 1.61) years, responded to a paper-based questionnaire containing the 36-item version of the CIE-A and various scales related to psychosocial health and wellbeing, used as criterion variables. Results The outcomes of this study suggest that the CIE-A has a clear factor structure, an optimal set of item loadings and goodness-of-fit indexes. Further, that CIE-A has shown good internal consistency and reliability indexes, coherent associations with other mental health and academic performance variables, and the possibility to assess gender differences on bullying-related factors among secondary students. Conclusion The CIE-A may represent a suitable tool for assessing bullying in a three-factorial approach (i.e., victimization, symptomatology, and intimidation), offering optimal psychometric properties, validity and reliability insights, and the potentiality of being applied in the school environment. Actions aimed at improving the school coexistence and the well-being of secondary students, targeting potential bullied/bully profiles or seeking to assess demographic and psychosocial correlates of bullying among teenagers, might get benefited from this questionnaire.
除了对儿童和青少年的健康、福利、社会和学术发展及表现造成的多种威胁外，校园欺凌仍然是全球教育、行为和法律科学领域最相关的挑战之一。此外，由于该领域缺乏研究，并且迫切需要依靠心理测量学上合适和有效的工具来检测校园欺凌，因此难以了解其背景、动态和可能的解决方案。
本研究旨在详细全面地介绍中学生使用的校园欺凌问卷（CIE-A）的心理测量学特性和效度问题。
在西班牙巴伦西亚社区的 21 所学校中，对一个地区的 810 名（47.2%为女生）中学生进行了调查，他们的年龄 M = 14.40（SD = 1.61）岁，回答了一份包含 CIE-A 的 36 项版本和与心理社会健康和幸福感相关的各种量表的纸质问卷，作为效标变量。
本研究的结果表明，CIE-A 具有明确的因素结构、最佳的项目负荷和拟合指数。此外，CIE-A 具有良好的内部一致性和可靠性指标，与其他心理健康和学业成绩变量具有一致性关联，并且能够评估中学生欺凌相关因素的性别差异。
CIE-A 可能是一种适合在三因素方法（即受害、症状和恐吓）中评估欺凌的工具，具有最佳的心理测量学特性、效度和可靠性，以及在学校环境中应用的潜力。旨在改善中学生的学校共存和幸福感、针对潜在的受欺凌/欺凌者的行为，或寻求评估青少年欺凌的人口统计学和心理社会相关性的行动，可能会受益于这份问卷。
