Testing measurement invariance and multilevel factor structures of bullying among Iranian adolescents

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2020-12-16 DOI:10.1080/21683603.2019.1605952

M. Rezapour, N. Khanjani, Moghadameh Mirzai

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引用次数: 6

Abstract

ABSTRACT School bullying is a significant public health problem and a widespread type of school violence. Empirically validated evaluation scales are needed for use in research and practice to explain the nature and scope of adolescent bullying. The current study investigated the multilevel factor structure and measurement invariance of the Olweus bullying, victimization, and perpetration scales across gender and school types on a random sample of 1,558 Iranian adolescences. Although results indicated adequate goodness of fit for the one-factor and four-factor structures in both scales, it seems like the four-factor structure is more appropriate for use in within-level (students) and the one-factor for between-level (school). In addition, measurement invariance analyses showed that configural, metric, and scalar invariance were established across gender and school types. These findings provide psychometrical support for the use of the Olweus bullying, victimization, and perpetration scales in Iranian adolescents.

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伊朗青少年欺凌行为的测量不变性和多层次因素结构检验

校园欺凌是一个重大的公共卫生问题，也是一种广泛存在的校园暴力类型。需要在研究和实践中使用经验验证的评估量表来解释青少年欺凌的性质和范围。本研究以1558名伊朗青少年为随机样本，调查了不同性别和学校类型的Olweus欺凌、受害和犯罪量表的多层次因素结构和测量不变性。虽然结果表明单因素结构和四因素结构在两个量表中都有足够的拟合优度，但似乎四因素结构更适合于层内(学生)使用，而单因素结构更适合于层间(学校)使用。此外，测量不变性分析表明，构型不变性、度量不变性和标量不变性在性别和学校类型之间建立。这些发现为在伊朗青少年中使用Olweus欺凌、受害和犯罪量表提供了心理计量学上的支持。

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

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.