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Psychometric properties of the triangulated version of the European Bullying Intervention Project Questionnaire: Prevalence across seven roles
Author(s) -
GonzálezCabrera Joaquín,
SánchezÁlvarez Nicolás,
Calvete Esther,
LeónMejía Ana,
Orue Izaskun,
Machimbarrena Juan M.
Publication year - 2020
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22320
Subject(s) - bystander effect , psychology , intervention (counseling) , psychological intervention , confirmatory factor analysis , clinical psychology , suicide prevention , poison control , injury prevention , human factors and ergonomics , occupational safety and health , social psychology , psychiatry , medicine , environmental health , structural equation modeling , statistics , mathematics , pathology
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 ( M age = 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.