The Forms of Bullying Scale (FBS): Validity and reliability estimates for a measure of bullying victimization and perpetration in adolescence.

Abstract

The study of bullying behavior and its consequences for young people depends on valid and reliable measurement of bullying victimization and perpetration. Whilst numerous self-report bullying-related measures have been developed, robust evidence of their psychometric properties is scant and several limitations inhibit their applicability. The Forms of Bullying Scale (FBS), with versions to measure bullying victimization (FBS-V) and perpetration (FBS-P), was developed based on existing instruments, for use with 12-15 year old adolescents to economically yet comprehensively measure both bullying perpetration and victimization. Measurement properties were estimated. Scale validity was tested using data from two independent studies of 3,496 Grade 8 and 783 Grade 8-10 students respectively.Construct validity of scores on the FBS was shown in confirmatory factor analysis. The factor structure was not invariant across gender. Strong associations between the FBS-V and FBS-P and separate single item bullying items demonstrated adequate concurrent validity.Correlations, in directions as expected with social-emotional outcomes (i.e., depression, anxiety, conduct problems and peer support), provided robust evidence of convergent and discriminant validity. Responses to the FBS items were found to be valid and concurrently reliable measures of self-reported frequency of bullying victimization and perpetration, as well as being useful to measure involvement in the different forms of bullying behaviors.

Gender Differences in the Association Between Cyberbullying Victimization and Perpetration: The Role of Anger Rumination and Traditional Bullying Experiences

“…Campbell et al (2013) also reported of a higher proportion of female TB victims in their study and interpreted these higher rates as a possible consequence of using TB forms in the assessment that highly reflect indirect forms of aggression (e.g., exclusion) which are more prevalent among females (Hara 2002). The definition participants read of TB (Shaw et al 2013) in the present study also contained a considerable proportion of indirect forms of aggression (e.g., spreading rumors, not allowing someone to join in an activity).…”

“…Traditional Bullying and Cyberbullying Experiences First, participants were introduced to the definition of traditional bullying (TB) (Shaw et al 2013) and cyberbullying (CB) (Tokunaga 2010). Second, they were asked whether they experienced TB and/or CB in the past year and/or in their lifetime (excluding past year).…”

Victimización en la escuela, ocio digital e irritabilidad: análisis mediante ecuaciones estructurales

“…El modelo estructural desarrollado se ajustó de forma eficaz, tal y como demuestran estudios similares en el contexto nacional e internacional (Delisi et al, 2013;Espejo, Chacón, Zurita, & Castro, 2016;Felix, Sharkey, Green, Furlong, & Tanigawa, 2011;Shaw, Dooley, Cross, Zubrick, & Waters, 2013;Vilches, 2015).…”

“…Estudios como el de Cava, Buelga, Musitu y Murgui (2010) muestran el efecto negativo que producen las situaciones de acoso escolar en el ajuste psicosocial de las víctimas, revelando como estos efectos se relacionan principalmente con la presencia simultánea de agresiones de tipo directo e indirectovictimización física o verbal y victimización relacional-, lo que justificaría la relación positiva entre los tres tipos de victimización hallada, ya que estas tres dimensiones están interconectadas. De hecho, Shaw et al (2013) y Vilches (2015) establecen como las agresiones físicas suelen ir acompañadas de acoso verbal, y estos dos tipos de conductas violentas, de acoso relacional o indirecto mediante el aislamiento o la influencia entre pares.…”

Pre-service Teachers: Knowledge, Attitudes and their Perceived Skills in Addressing Student Bullying

“…Personal experiences of bullying (at school and university): Pre-service teachers' past experiences of bullying (at school and university) were measured using previously validated measures of bullying (Shaw, Dooley, Cross, Zubrick, & Waters, 2013). Respondents were asked to indicate how often they were bullied by another student or group of students from their university and during their time at secondary school with responses ranging from "I was not bullied" to "I was bullied several times a week or more".…”