Factor structure and internal consistency of the “Questionnaire for assessing bullying”

Bullying is a problem that involves many young people, either as victims, aggressors or witnesses. Therefore, the detection of the role of the participant is really important to tackle it. The objective of this study was to analyze the validity of a questionnaire, which was developed for the assessm...

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Main Authors:	Mendoza-González, Brenda, Cervantes-Herrera, Ana Del Refugio, Pedroza-Cabrera, Francisco Javier, Aguilera-Rubalcaba, San Juana
Format:	Online
Language:	spa
Published:	Universidad Autónoma de Tamaulipas 2015
Online Access:	https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/680
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spelling	oai:ojs.pkp.sfu.ca:article-6802019-10-24T09:49:15Z Factor structure and internal consistency of the “Questionnaire for assessing bullying” Estructura factorial y consistencia interna del “Cuestionario para medir bullying y violencia escolar” Mendoza-González, Brenda Cervantes-Herrera, Ana Del Refugio Pedroza-Cabrera, Francisco Javier Aguilera-Rubalcaba, San Juana validity instrument assessment bullying adolescents. validez instrumento medición acoso escolar adolescentes. Bullying is a problem that involves many young people, either as victims, aggressors or witnesses. Therefore, the detection of the role of the participant is really important to tackle it. The objective of this study was to analyze the validity of a questionnaire, which was developed for the assessment of bullying among peers in school and social settings. With this aim in mind, a sample of 363 adolescents between 12 years and 17 years old, from 10 public high schools in the state of Aguascalientes and Mexico City was selected. The research design was cross-sectional. A total of 57 four-point Likert scale items were assessed. The reagents were organized into three scales (receive, engage in or witness bulling behavior), with 19 mirrored items each one. For each scale, a factor analysis with Promax rotation was performed in order to identify the type of aggression used and the role played by the students (as victim, perpetrator or witness). The results confirmed that the questionnaire is an instrument that allows measuring bullying in adolescents, with an overall reliability index of 0.90. Therefore, it is concluded that this instrument is suitable for assessing bullying in the Mexican context.Archive XML (SciELO) La violencia escolar, que incluye al bullying o acoso escolar entre iguales, es un problema que involucra a muchos jóvenes, ya sea como víctimas, acosadores u observadores. Por ello, la detección del rol del participante es importante para contrarrestarlo. El objetivo de este estudio fue desarrollar y validar un instrumento que permita evaluar el bullying y la violencia en general en escuelas secundarias de México, a partir del Cuestionario de evaluación de la violencia entre iguales en la escuela y en el ocio. Para ello, se seleccionó una muestra de 363 adolescentes entre 12 años y 17 años de edad, de 10 escuelas secundarias públicas de los estados de Aguascalientes y Distrito Federal. El diseño de la investigación fue de tipo transversal. El total de reactivos valorados fueron 57 y la escala para valorar las respuestas fue de tipo Likert con cuatro opciones. Los reactivos fueron organizados en tres escalas (recibir, dirigir u observar agresión), con 19 reactivos cada uno y construidos en espejo. Para cada escala se aplicó un análisis factorial Promax, que permite identificar el tipo de agresión empleada y el rol que desempeña el alumnado como víctima, acosador o espectador. Los resultados confirmaron que el cuestionario es un instrumento que permite medir acoso escolar en adolescentes, con un índice de confiabilidad general de 0.90. Por lo que se concluye que este instrumento es adecuado para identificar acoso escolar en población mexicana.Archivo XML (SciELO) Universidad Autónoma de Tamaulipas 2015-12-12 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html application/xml https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/680 10.29059/cienciauat.v10i1.680 CienciaUAT; Vol. 10 No. 1: July-December 2015; 06-16 CienciaUAT; Vol. 10 No. 1: Julio-Diciembre 2015; 06-16 2007-7858 2007-7521 spa https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/680/365 https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/680/525 https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/680/617
institution	CIENCIA UAT
collection	OJS
language	spa
format	Online
author	Mendoza-González, Brenda Cervantes-Herrera, Ana Del Refugio Pedroza-Cabrera, Francisco Javier Aguilera-Rubalcaba, San Juana
spellingShingle	Mendoza-González, Brenda Cervantes-Herrera, Ana Del Refugio Pedroza-Cabrera, Francisco Javier Aguilera-Rubalcaba, San Juana Factor structure and internal consistency of the “Questionnaire for assessing bullying”
author_facet	Mendoza-González, Brenda Cervantes-Herrera, Ana Del Refugio Pedroza-Cabrera, Francisco Javier Aguilera-Rubalcaba, San Juana
author_sort	Mendoza-González, Brenda
title	Factor structure and internal consistency of the “Questionnaire for assessing bullying”
title_short	Factor structure and internal consistency of the “Questionnaire for assessing bullying”
title_full	Factor structure and internal consistency of the “Questionnaire for assessing bullying”
title_fullStr	Factor structure and internal consistency of the “Questionnaire for assessing bullying”
title_full_unstemmed	Factor structure and internal consistency of the “Questionnaire for assessing bullying”
title_sort	factor structure and internal consistency of the “questionnaire for assessing bullying”
description	Bullying is a problem that involves many young people, either as victims, aggressors or witnesses. Therefore, the detection of the role of the participant is really important to tackle it. The objective of this study was to analyze the validity of a questionnaire, which was developed for the assessment of bullying among peers in school and social settings. With this aim in mind, a sample of 363 adolescents between 12 years and 17 years old, from 10 public high schools in the state of Aguascalientes and Mexico City was selected. The research design was cross-sectional. A total of 57 four-point Likert scale items were assessed. The reagents were organized into three scales (receive, engage in or witness bulling behavior), with 19 mirrored items each one. For each scale, a factor analysis with Promax rotation was performed in order to identify the type of aggression used and the role played by the students (as victim, perpetrator or witness). The results confirmed that the questionnaire is an instrument that allows measuring bullying in adolescents, with an overall reliability index of 0.90. Therefore, it is concluded that this instrument is suitable for assessing bullying in the Mexican context.Archive XML (SciELO)
publisher	Universidad Autónoma de Tamaulipas
publishDate	2015
url	https://revistaciencia.uat.edu.mx/index.php/CienciaUAT/article/view/680
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Factor structure and internal consistency of the “Questionnaire for assessing bullying”

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