The short version of the Depression Anxiety Stress Scales (DASS‐21): Factor structure in a young adolescent sample

Szabó, Marianna

doi:10.1016/j.adolescence.2009.05.014

Cited by 297 publications

(286 citation statements)

References 29 publications

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“…The validity of DASS scores have been shown previously -DASS depression scale and Beck Depression Inventory (BDI, Beck & Steer, 1987) r = .74; DASS anxiety scale and Beck Anxiety Inventory (BAI, Beck & Steer, 1990) r = .81 (P. , and the three factor structure confirmed in a sample of Grade 7-9 students (RMSEA = .052, CFI = .946) (Szabó, 2010). Item responses ranged from 0 (Does not apply to me) to 3 (Most of the time).…”

Section: Analytic Planmentioning

confidence: 79%

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

Shaw¹,

Dooley²,

Cross³

et al. 2013

Psychological Assessment

111

135

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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.

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Section: Analytic Planmentioning

confidence: 79%

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

Shaw¹,

Dooley²,

Cross³

et al. 2013

Psychological Assessment

111

135

View full text Add to dashboard Cite

show abstract

“…So that differentiate these two emotional states (5). Beck depression inventory (BDI) and Beck anxiety inventory (BAI) used to measure anxiety and depression (6).…”

Section: Introductionmentioning

confidence: 99%

Confirmatory Factor Analysis of Persian Version of Depression, Anxiety and Stress (DASS-42): Non-Clinical Sample

et al. 2017

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“…The validity of DASS scores have been shown previously. 26,27 Mean scores were calculated, with higher scores reflecting greater symptoms of depression ( = .92) and anxiety ( = .82).…”

Section: Social-emotional Outcomesmentioning

confidence: 99%

National Safe Schools Framework: Policy and practice to reduce bullying in Australian schools

Cross

Epstein

Hearn

et al. 2011

International Journal of Behavioral Development

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Objective: Increasingly, researchers are required to obtain active parental consent prior to surveying children and adolescents in schools. This study assessed the potential bias present in a sample of actively consented students, and in the estimates of associations between variables obtained from this sample.Methods: 3,496 students from 36 non-government metropolitan schools completed an online baseline survey in 2010 as part of the Cyber Friendly Schools Project in Perth, WA. Students with active (35%) and passive (65%) parental consent were compared on a range of variables including demographic, bullying and social-emotional outcomes. The moderating effects of consent status on associations between the bullying and other outcomes were tested. Results:The students with active parental consent were underrepresented among those students involved in problem behaviours such as bullying others, they were also more likely to have lower prosocial scores and academic scores and live with one parent who was older than other parents.. Consent status was found to be a significant moderator of the associations between bullying victimisation and certain social-emotional variables. Conclusions and Implications:Active only parental consent leads to biased samples and estimates of associations between outcomes of interest. Strategies to boost response rates to levels sufficient to warrant the conduct of the research are labour-intensive and costly, and the obtained samples are still likely to be biased. For low risk research, such as the completion of health surveys, rigorous active-?passive consent procedures which result in higher participation rates, lower costs and reduced burden on teachers and schools, are preferred.

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The short version of the Depression Anxiety Stress Scales (DASS‐21): Factor structure in a young adolescent sample

Cited by 297 publications

References 29 publications

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

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

Confirmatory Factor Analysis of Persian Version of Depression, Anxiety and Stress (DASS-42): Non-Clinical Sample

National Safe Schools Framework: Policy and practice to reduce bullying in Australian schools

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