Florence Bullying-Victimization Scales: Validation Study and Victimization Associations With Well-Being and Social Self-Efficacy

IF 1.5 4区心理学 Q3 PSYCHOLOGY, EDUCATIONAL

Journal of Psychoeducational Assessment Pub Date : 2024-08-23 DOI:10.1177/07342829241275719

Adam Klocek, Lenka Kollerová, Jan Netík, Egle Havrdová

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Abstract

This study provides a thorough psychometric evaluation of construct and criterion validity and measurement invariance of the promising Florence Bullying-Victimization Scales (FBVS). A special focus was devoted to the concurrent criterion validity of the victimization scale with regard to well-being and social self-efficacy. Exploratory and confirmatory multidimensional item response theory and structural equation modeling were applied to cross-sectional data retrieved from 3rd to 6th-grade Czech primary school students ( N = 1795; 49% female; M age = 10.42, SD = 1.25). The results supported the use of unidimensional factor structure that demonstrated acceptable model fit and measurement invariance across genders and grades. Moderate to high correlations of the FBVS scores with bullying and victimization measured by the Olweus Bully/Victim Questionnaire and other instruments indicated very good convergent validity. Regarding criterion validity, higher victimization was associated with lower levels of well-being and social self-efficacy.

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佛罗伦萨欺凌-受害量表：验证研究以及受害与幸福感和社会自我效能感的关系

本研究对前景广阔的佛罗伦萨欺凌-受害量表（FBVS）的结构效度、标准效度和测量不变性进行了全面的心理测量学评估。研究特别关注了受害量表在幸福感和社会自我效能方面的并行标准效度。探索性和确认性多维项目反应理论和结构方程模型适用于从捷克小学三至六年级学生（人数 = 1795；49% 为女性；中位年龄 = 10.42，标差 = 1.25）中获取的横截面数据。研究结果支持使用单维因子结构，该结构显示了可接受的模型拟合度和跨性别、跨年级的测量不变性。FBVS 分数与奥尔维斯欺凌/受害者问卷和其他工具所测量的欺凌和受害情况之间存在中度到高度的相关性，这表明FBVS具有很好的收敛效度。在标准效度方面，受害程度越高，幸福感和社会自我效能感越低。

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

Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-

CiteScore

3.30

自引率

5.90%

发文量

期刊介绍： The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.