Evaluar el bullying y el cyberbullying validación española del EBIP-Q y del ECIP-Q

IF 1.7 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Psicologia Educativa Pub Date : 2016-06-01 DOI:10.1016/j.pse.2016.01.004

Rosario Ortega-Ruiz , Rosario Del Rey , José A. Casas

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引用次数: 207

Abstract

Bullying is a phenomenon of unjustified aggression which actually takes place in two formats: face to face and as a behavior that is carried out through digital devices (cyberbullying). Both have been widely studied, though currently there is little knowledge about the homogeneity of both phenomena and we do not have measuring instruments for evaluating their two dimensions: aggression and cyber-aggression, victimization and cyber-victimization. This paper presents the validation of the European Bullying Intervention Project Questionnaire and the European Cyberbullying Intervention Project Questionnaire, that assess respectively the involvement in bullying and cyberbullying. Both have been administered to 792 high school students and have achieved good fit and good psychometric properties. The use of a structural equations modelling has allowed us to evaluate the concurrence and the relations between the two phenomena, finding the influence of bullying on cyberbullying, but not vice versa. These results show the suitability of the two instruments to assess together bullying and cyberbullying, given their important relationship and similarity, which makes them good tools for educational intervention to prevent and reduce both phenomena.

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评估“欺凌”和“网络欺凌”EBIP-Q和ECIP-Q的西班牙验证

欺凌是一种不合理的攻击现象，它实际上以两种形式发生:面对面和通过数字设备进行的行为(网络欺凌)。这两种现象都得到了广泛的研究，尽管目前对这两种现象的同质性知之甚少，而且我们没有测量工具来评估它们的两个维度:侵略和网络侵略，受害和网络受害。本文对欧洲欺凌干预项目问卷和欧洲网络欺凌干预项目问卷进行了验证，这两份问卷分别评估了参与欺凌和网络欺凌的情况。对792名高中生进行了问卷调查，获得了良好的契合度和心理测量特性。结构方程模型的使用使我们能够评估这两种现象之间的并发性和关系，发现欺凌对网络欺凌的影响，但反之亦然。这些结果表明，鉴于欺凌和网络欺凌的重要关系和相似性，这两种工具适合共同评估欺凌和网络欺凌，这使它们成为预防和减少这两种现象的良好教育干预工具。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Psicologia Educativa Multiple-

CiteScore

3.50

自引率

0.00%

发文量

审稿时长

29 weeks

期刊介绍： La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.