@article{ref1,
title="How valid are student self-reports of bullying in schools?",
journal="Praxis der Kinderpsychologie und Kinderpsychiatrie",
year="2009",
author="Morbitzer, Petra and Spröber, Nina and Hautzinger, Martin",
volume="58",
number="2",
pages="81-95",
abstract="In this study we examine the reliability and validity of students' self-reports about bullying and victimization in schools. 208 5th class students of four &quot;middle schools&quot; in Southern Germany filled in the Bully-Victim-Questionnaire (Olweus, 1989, adapted by Lösel, Bliesener, Averbeck, 1997) and the School Climate Survey (Brockenborough, 2001) to assess the prevalence of bullying/victimization, and to evaluate attitudes towards aggression and support for victims. By using reliability and validity criteria, one third (31%) of the questionnaires was classified as &quot;unreliable/invalid&quot;. Mean comparisons of the &quot;unreliable/invalid&quot; group and the &quot;valid&quot; group of the subscales concerning bullying/victimization found significant differences. The &quot;unreliable/invalid&quot; group stated higher values of bullying and victimization. Based on the &quot;unreliable/invalid&quot; questionnaires more students could be identified as bullies/victims or bully-victims. The prevalence of bullying/victimization in the whole sample was reduced if &quot;unreliable/invalid&quot; questionnaires were excluded. The results are discussed in the framework of theories about the presentation of the self (&quot;impression management', &quot;social desirability&quot;) and systematic response patterns (&quot;extreme response bias&quot;).<p /> <p>Language: de</p>",
language="de",
issn="0032-7034",
doi="",
url="http://dx.doi.org/"
}