TY  - JOUR
PY  - 2020//
TI  - Psychometric properties of the triangulated version of the European Bullying Intervention Project Questionnaire: prevalence across seven roles
JO  - Psychology in the schools
A1  - González‐Cabrera, Joaquín
A1  - Sánchez‐Álvarez, Nicolás
A1  - Calvete, Esther
A1  - León‐Mejía, Ana
A1  - Orue, Izaskun
A1  - Machimbarrena, Juan M.
SP  - 78
EP  - 90
VL  - 57
IS  - 1
N2  - 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.<p />  <p>Language: en</p>
LA  - en
SN  - 0033-3085
UR  - http://dx.doi.org/10.1002/pits.22320
ID  - ref1
ER  -