Citation

González‐Cabrera J, Sánchez‐Álvarez N, Calvete E, León‐Mejía A, Orue I, Machimbarrena JM. Psychol. Sch. 2020; 57(1): 78-90.

Copyright

(Copyright © 2020, John Wiley and Sons)

DOI

10.1002/pits.22320

PMID

unavailable

Abstract

This study created a Spanish triangulated version of the European Bullying Intervention Project Questionnaire and obtained indicators of its validity and reliability. This new tool allows researchers to triangulate and flexibly investigate the three main roles in school bullying, obtaining seven potential roles (pure victim, pure bully, pure bystander, bully/victim, victim/bystander, bully/bystander, and bully/victim/bystander). The sample was 2,068 adolescents and young adults aged 11-19 years (Mage = 14.2 ± 1.48 years old; 53.8% females). Confirmatory factor analysis indicated a good fit for the three-related-factor model and adequate reliability (ω > 0.91) in all dimensions. About 28.2% of the sample reported victimization; of whom only 2.9% were pure victims, 15.1% were victim/bystanders, and 9.8% were involved in all three roles (bully/victim/bystanders). Only 0.8% played the role of a pure bully, and 0.4% were bully/victims. The most prevalent profile was that of pure bystander (30%). These results are discussed in light of their importance for the interpretation of the prevalence of traditional bullying, and their implications for bullying assessments and interventions.

Language: en

Keywords

aggression; bullying; bystander; bystanding; cyberbullying; validation; victimization