Investigating the Comparability of a Self-Report Measure of Childhood Bullying Across Countries

Abstract

Responding to international concerns regarding childhood bullying and a need to identify a common bullying measure, this study examines the comparability of children's self-reports of bullying across five countries. The Pacific-Rim Bullying Measure, a self-report measure of students' experiences with six different types of bullying behavior and victimization, was administered to 1,398 grade 5 students from Australia, Canada, Japan, Korea, and United States. Multigroup confirmatory factor analysis and item response theory modeling were used to evaluate construct equivalence on the measure across different countries. Preliminary results revealed some construct differences across countries, that is, the bullying measure is measuring one construct, but that the construct is manifested differently in the different countries.

Longitudinal Model Building Using Latent Transition Analysis: An Example Using School Bullying Data

“…To illustrate when it is appropriate to use LCA and LTA instead of factor analysis, we use the example of student-centered concerns about bullying collected from a self-report questionnaire with six items (e.g., “How concerned or afraid are you that you might be physically attacked or hurt by another student or a group of students”) on the Pacific-Rim Bullying measure (PRBm; Konishi et al, 2009 ) which uses a 4-point Likert-type format for each item ranging from 1 ( No, not at all ) to 4 ( Yes, very much ). Utilizing a person-centered approach, LCA, we address specific research questions such as: (a) Are there qualitatively distinct subgroups of students who demonstrate particular patterns of concerns regarding bullying?…”

“…Each student completed a demographic questionnaire that included questions about gender, age, grade, first language use, and race/ethnicity. Then, students completed the Pacific-Rim Bullying measure (PRBm; Konishi et al, 2009 ), which surveyed students' experiences and concerns about bullying and victimization. Data were also collected from school records that included demographics, students' cognitive assessment scores, GPA, and office referral data.…”

Retrospective and Current Peer Victimization in College Students with Disabilities: Examining the Intersectionality of Sexual Orientation and Gender

“…Current peer victimization was assessed using the six victimization items from the Pacific Rim Bullying questionnaire (PRB; [ 30 ]). The PRB assesses the frequency of cyber, physical, verbal, and relational aggression as well as property damage, theft, and joking physical aggression over the past 2 months.…”

“…The PRB has demonstrated good reliability and factor structure in diverse samples [ 30 ]. Total victimization scores can be calculated by summing together the scores for all six items; because there is some controversy over whether or not “joking” physical aggression should be counted as peer victimization, scores were calculated both with and without that item, as has been done in previous research using the PRB [ 33 ].…”

Dissociable Behavioral and Neural Correlates for Target-Changing and Conforming Behaviors in Interpersonal Aggression

“…Questionnaire about past experiences of bullying We used a questionnaire developed by the National Institute for Educational Policy Research of the Japanese Ministry of Education, Culture, Sports, Science, and Technology and widely used as the standard measure of bullying across Japan (Konishi et al, 2009). We asked the following questions about each participant's experience of bullying over their school years.…”