Citation

Jenkins LN, Fredrick SS, Nickerson AB. J. Sch. Psychol. 2018; 69: 73-83.

Affiliation

University of Buffalo, United States.

Copyright

(Copyright © 2018, Society for the Study of School Psychology, Publisher Elsevier Publishing)

DOI

10.1016/j.jsp.2018.05.008

PMID

30558755

Abstract

Research on bystander intervention in bullying has indicated that prosocial helping behavior is not consistent across gender, with girls engaging in more bystander intervention; however, a search of the literature does not reveal any studies that have examined the validity of bystander intervention measurement across subpopulations. The purpose of the current study was to investigate measurement invariance across gender in both the elementary and middle school versions of the Bystander Intervention Model in Bullying measure among a sample of 682 fourth to eighth grade students (46% girls, 47% low income, 87% White).

RESULTS suggest evidence of measurement equivalence of the five-step bystander intervention model across gender in the elementary and middle school samples. Given this, there is evidence that the measure can be used for research and practical purposes in these grade levels and that comparisons between boys and girls are appropriate.

Copyright © 2018 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Language: en

Keywords

Bullying; Bystander intervention; Measurement equivalence; Measurement invariance