California Bullying Victimization Scale: Validity and Reliability Evidence for the Turkish Middle School Children

Measuring the Youth Bullying Experience: A Systematic Review of the Psychometric Properties of Available Instruments

“…As these measures were administered at the same point in time, evidence for the ability of the CBVS to predict future outcomes is not available . Atik and Guneri replicated the methods of Felix et al with the Turkish version of the CBVS and also reported on predictive validity that might be more accurately described as divergent validity. No other manuscript reported on the predictive validity of the instrument under study (Table ).…”

“…Consistency in classification was noted in the majority of cases (89.6%, κ = 0.71). Atik and Guneri studied the Turkish version of the CBVS following the methods of Felix et al, reporting a similar degree of agreement in total victimization scores at times 1 and 2, r = .82, p < .001.…”

“…A total of 31 articles met all inclusion criteria and were included in our analysis (Figure , Table ). The included papers described psychometric evaluations of 27 unique instruments; 2 papers reported on the Peer Interaction in Primary School Questionnaire (PIPS), 2 on the Revised Olweus Bully/Victim Questionnaire (OBVQ‐R), 2 studied the Perceptions of Teasing Scale (POTS) (English and Spanish versions), 2 the California Bullying Victimization Scale (CBVS) (English and Turkish versions), and 3 papers described the Child Adolescent Teasing Scale (CATS) (English and Chinese versions) . Quality assessments for included papers ranged from 18% to 91%, with 6 papers (19%) reaching or exceeding a score of 75% on the quality rating (Table ).…”

“…Administrative burden refers to the time that it takes to administer, score data from a given instrument. Only 11 of 31 studies provided information regarding the length of time necessary to administer the instrument . The majority of instruments required between 40 and 50 minutes to administer, with the Child Social Behavior Questionnaire necessitating a 20‐minute interview and the Peer Interactions in Primary School Questionnaire requiring only 5 to 10 minutes to complete .…”

“…Other data regarding administrative burden, such as the time required for scoring or analysis, was not reported. Instruments were evaluated in several non‐English languages, including Spanish, Italian, Chinese, Arabic, Turkish, and Greek . One author conducted a study focused on the cross‐cultural validation of the instrument of interest …”