The Development of Bullying Behavior Scale of Teenagers

doi:10.12139/j.1672-0628.2022.02.016

Abstract

Abstract: The purpose of this study was to develop a bullying scale of teenagers, which was used to identify bullying participants on campus and to provide a scientific basis for the classification, prediction and intervention. Based on the literature analysis, structured interview and questionnaire survey, this study determined the dimensions of the scale and prepared the initial scale. Exploratory factor analysis, confirmatory factor analysis and correlation analysis were used to determine the final scale. The results indicated that the Bullying Behavior Scale of teenagers had 26 items and 5 dimensions, including physical bullying, relationship bullying, property bullying, sexual bullying and internet bullying. The scale had good internal consistency reliability, half reliability and content validity, construct validity and criterion related validity. The Bullying Behavior Scale is reliable and valid to be a potentially good instrument to measure the incidence and types of bullying behavior on campus.

Key words: school bullying, teenagers, scale development

摘要： 编制青少年校园欺凌行为量表，为校园欺凌的评估、分类、干预工作提供依据。采用文献分析、结构化访谈与问卷调查确定量表维度并编制初始量表，通过项目分析、探索性因素分析、验证性因素分析形成正式量表。青少年校园欺凌行为量表包含26个项目，共5个维度，分别是身体欺凌、关系欺凌、财物欺凌、性欺凌与网络欺凌；量表具有较高的内部一致性信度、分半信度与良好的内容效度、结构效度、效标效度。青少年校园欺凌行为量表符合心理测量学标准，可作为测量校园欺凌行为的工具。

关键词: 校园欺凌, 青少年, 量表编制

CLC Number:

B849

SUN Jinlu, LIU Haihua. The Development of Bullying Behavior Scale of Teenagers[J]. Studies of Psychology and Behavior, 2022, 20(2): 255-260.

孙锦露, 刘海骅. 青少年校园欺凌行为量表编制[J]. 心理与行为研究, 2022, 20(2): 255-260.

References

胡咏梅, 李佳哲. (2018). 谁在受欺凌?——中学生校园欺凌影响因素研究. 首都师范大学学报(社会科学版), (6), 171–185
基思·沙利文. (2014). 反欺凌手册 (徐维译). 北京: 中国致公出版社.
[3] 金凤, 刁华, 蒲杨, 唐银霜, 张菁麟, 王宏. (2022). 重庆市中学生传统欺凌、网络欺凌与自杀相关心理行为关系. 中国公共卫生, 38(1), 39–46
李玫瑾. (2020). 从刑事责任年龄之争反思刑事责任能力判断根据——由大连少年恶性案件引发的思考. 中国青年社会科学, 39(1), 10–21
屈智勇, 邹泓. (2009). 家庭环境、父母监控、自我控制与青少年犯罪. 心理科学, 32(2), 360–363, 374.
张荣显, 杨幸真. (2010). 玩耍? 霸凌? 国小高年级男童性霸凌者经验之探究. 教育学志, (24), 41–72
张文新, 武建芬, Jones, K. (1999). Olweus儿童欺负问卷中文版的修订. 心理发展与教育, 2(2), 7–11, 37.
Antoniadou, N., Kokkinos, C. M., & Markos, A. (2016). Development, construct validation and measurement invariance of the Greek Cyber-Bullying/Victimization Experiences Questionnaire (CBVEQ-G). Computers in Human Behavior, 65, 380–390, doi: 10.1016/j.chb.2016.08.032.
Bradshaw, C. P., Sawyer, A. L., & O’Brennan, L. M. (2007). Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, 36(3), 361–383, doi: 10.1080/02796015.2007.12087929.
Espelage, D. L., Bosworth, K., & Simon, T. R. (2000). Examining the social context of bullying behaviors in early adolescence. Journal of Counseling & Development, 78(3), 326–333.
Felix, E. D., Sharkey, J. D., Green, J. G., Furlong, M. J., & Tanigawa, D. (2011). Getting precise and pragmatic about the assessment of bullying: The development of the California bullying victimization scale. Aggressive Behavior, 37(3), 234–247, doi: 10.1002/ab.20389.
Fitzpatrick, S., & Bussey, K. (2011). The development of the social bullying involvement scales. Aggressive Behavior, 37(2), 177–192, doi: 10.1002/ab.20379.
Kim, Y. S., & Leventhal, B. (2008). Bullying and suicide. A review. International Journal of Adolescent Medicine and Health, 20(2), 133–154.
[14] Klomek, A. B., Marrocco, F., Kleinman, M., Schonfeld, I. S., & Gould, M. S. (2007). Bullying, depression and suicidality in adolescents. Journal of the Amercian Academy of Child and Adolescent Psychiatry, 46(1), 40–49.
Moon, B., & Alarid, L. F. (2015). School bullying, low self-control, and opportunity. Journal of Interpersonal Violence, 30(5), 839–856, doi: 10.1177/0886260514536281.
Olweus D. (1994). Bullying at school: Basic facts and effects of a school based intervention program. Journal of Child Psychology and Psychiatry, 35(7), 1171–1190, doi: 10.1111/j.1469-7610.1994.tb01229.x.
[17] Parada, R. H. (2000). Adolescent Peer Relations Instrument: A theoretical and empirical basis for the measurement of participant roles in bullying and victimisation of adolescence. In An interim test manual and a research monograph: A test manual. Sydney, Australia: University of Western Sydney, SELF Research Centre.
Pellegrini, A. D., & Long, J. D. (2002). A longitudinal study of bullying, dominance, and victimization during the transition from primary school through secondary school. British Journal of Developmental Psychology, 20(2), 259–280, doi: 10.1348/026151002166442.
Rankin, J., Matthews, J., Cobley, S., Han, A., Sanders, R., Wiltshire, H. D., & Baker, J. S. (2016). Psychological consequences of childhood obesity: Psychiatric comorbidity and prevention. Adolescent Health, Medicine and Therapeutics, 7, 125–146.
Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior, 22(1), 1–15.
Shaw, T., Dooley, J. J., Cross, D., Zubrick, S. R., & Waters, S. (2013). The Forms of Bullying Scale (FBS): Validity and reliability estimates for a measure of bullying victimization and perpetration in adolescence. Psychological Assessment, 25(4), 1045–1057, doi: 10.1037/a0032955.
Swearer, S. M., Espelage, D. L. & Napolitano, S. A. (2009). Bullying prevention and intervention: Realistic strategies for schools. New York: The Guilford Press.
Vessey, J. A., DiFazio, R. L., & Strout, T. D. (2012). Increasing meaning in measurement: A rasch analysis of the Child-Adolescent Teasing Scale. Nursing Research, 61(3), 159–170, doi: 10.1097/NNR.0b013e3182504a88.

[1]	WANG Yuepeng, MENG Weijie. The Effect of Classroom Bullying Norms on Bystanders’ Behavior of Junior High School Students: The Mediating Role of Moral Disengagement [J]. Studies of Psychology and Behavior, 2022, 20(4): 522-528.
[2]	GUO Ying, FAN Fumin, ZHANG Yingjun, LIU Yu. Development of the Competence Scale for Group Leaders [J]. Studies of Psychology and Behavior, 2021, 19(6): 809-815.
[3]	WANG Yanli, CHEN Hong. The Development of Sense of Gain Questionnaire Among Urban Community Residents [J]. Studies of Psychology and Behavior, 2021, 19(5): 665-670.
[4]	XU Wenming, YE Caixia, FANG Yeyi. The Effects of Early Cumulative Family Risk on Internalization Problems in Adolescents: A Dual Mechanism of Resilience [J]. Studies of Psychology and Behavior, 2020, 18(3): 361-368.
[5]	Yang Weigang, Wang Youzhi, Chen Wanru. The Development Characteristics of Classification Processing Capacity on Teenagers: An Eye Tracking Study [J]. Studies of Psychology and Behavior, 2016, 14(3): 318-324.
[6]	Zeng Tiande,Zhu Shuying,Chen Ming. The Development of Minor′s Psychosocial Competence Scale [J]. Studies of Psychology and Behavior, 2015, 13(1): 76-80.
[7]	Liang Baoyong；Cheng Cheng. Psychological Health Diathesis Assessment System：The Development of Resilient Trait Scale for Chinese Adults [J]. , 2012, 10(4): 269-277.
[8]	Cheng Cheng；Yan Guoli；Liang Baoyong. Development of Ambiguity Tolerance Scale [J]. , 2012, 10(3): 231-235.
[9]	Wang Qingchun；Yin Guo′en；Zhang Shanxia；Yao Shujun. RISKY CHOICE FRAMING EFFECTS IN TEEN-AGERS′ DECISION-MAKING [J]. , 2011, 9(4): 268-272.