{"title":"基于PRISMA的校园欺凌测量系统综述","authors":"Zhongju Xie, Wenyi Man, Chuanjun Liu, Xinyuan Fu","doi":"10.1007/s40894-022-00194-5","DOIUrl":null,"url":null,"abstract":"<div><p>The measurement tools of school bullying vary, and an instructive study identifying how to select the proper tool is needed. Based on the PRISMA, quantitative research literature on school bullying published from 1978 to 2021 through multiple online databases (i.e., WoS, ScienceDirect, PsycINFO, MEDLINE, ERIC, and CNKI) were searched. After conducting additional searches, a total of 75 tools were obtained. The specific content and psychometric properties (provided by original and follow-up studies) were then analyzed. Regarding the measurement content, 16 tools provided a definition of bullying, and 14 tools simultaneously measured all three components of “intention to harm”, “repetition”, and “power imbalance”. For the control of subjective explanatory bias, 19 tools present bullying-related terms to participants. As a key part of bullying measurement, a timeframe was set in 52 tools, ranging from “past month” to “past year”. Concerning the measurement method, 73 tools administer the measures by self-report, and peer-report (<i>n</i> = 8) and teacher-report (<i>n</i> = 5) are applied by some tools. Regarding psychometric properties, existing instruments demonstrated satisfactory in terms of internal consistency reliability (<i>n</i> = 75) but showed limitations due to their lack of content readability, criterion validity, and measurement invariance. In combination with specific research purposes, future research can select instruments based on the consideration of definition, components, terms, timeframe, reporter and the improving of the psychometric properties of tools.</p></div>","PeriodicalId":45912,"journal":{"name":"Adolescent Research Review","volume":null,"pages":null},"PeriodicalIF":4.7000,"publicationDate":"2022-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":"{\"title\":\"A PRISMA-Based Systematic Review of Measurements for School Bullying\",\"authors\":\"Zhongju Xie, Wenyi Man, Chuanjun Liu, Xinyuan Fu\",\"doi\":\"10.1007/s40894-022-00194-5\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>The measurement tools of school bullying vary, and an instructive study identifying how to select the proper tool is needed. Based on the PRISMA, quantitative research literature on school bullying published from 1978 to 2021 through multiple online databases (i.e., WoS, ScienceDirect, PsycINFO, MEDLINE, ERIC, and CNKI) were searched. After conducting additional searches, a total of 75 tools were obtained. The specific content and psychometric properties (provided by original and follow-up studies) were then analyzed. Regarding the measurement content, 16 tools provided a definition of bullying, and 14 tools simultaneously measured all three components of “intention to harm”, “repetition”, and “power imbalance”. For the control of subjective explanatory bias, 19 tools present bullying-related terms to participants. As a key part of bullying measurement, a timeframe was set in 52 tools, ranging from “past month” to “past year”. Concerning the measurement method, 73 tools administer the measures by self-report, and peer-report (<i>n</i> = 8) and teacher-report (<i>n</i> = 5) are applied by some tools. Regarding psychometric properties, existing instruments demonstrated satisfactory in terms of internal consistency reliability (<i>n</i> = 75) but showed limitations due to their lack of content readability, criterion validity, and measurement invariance. In combination with specific research purposes, future research can select instruments based on the consideration of definition, components, terms, timeframe, reporter and the improving of the psychometric properties of tools.</p></div>\",\"PeriodicalId\":45912,\"journal\":{\"name\":\"Adolescent Research Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":4.7000,\"publicationDate\":\"2022-08-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"6\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Adolescent Research Review\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://link.springer.com/article/10.1007/s40894-022-00194-5\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Adolescent Research Review","FirstCategoryId":"102","ListUrlMain":"https://link.springer.com/article/10.1007/s40894-022-00194-5","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
A PRISMA-Based Systematic Review of Measurements for School Bullying
The measurement tools of school bullying vary, and an instructive study identifying how to select the proper tool is needed. Based on the PRISMA, quantitative research literature on school bullying published from 1978 to 2021 through multiple online databases (i.e., WoS, ScienceDirect, PsycINFO, MEDLINE, ERIC, and CNKI) were searched. After conducting additional searches, a total of 75 tools were obtained. The specific content and psychometric properties (provided by original and follow-up studies) were then analyzed. Regarding the measurement content, 16 tools provided a definition of bullying, and 14 tools simultaneously measured all three components of “intention to harm”, “repetition”, and “power imbalance”. For the control of subjective explanatory bias, 19 tools present bullying-related terms to participants. As a key part of bullying measurement, a timeframe was set in 52 tools, ranging from “past month” to “past year”. Concerning the measurement method, 73 tools administer the measures by self-report, and peer-report (n = 8) and teacher-report (n = 5) are applied by some tools. Regarding psychometric properties, existing instruments demonstrated satisfactory in terms of internal consistency reliability (n = 75) but showed limitations due to their lack of content readability, criterion validity, and measurement invariance. In combination with specific research purposes, future research can select instruments based on the consideration of definition, components, terms, timeframe, reporter and the improving of the psychometric properties of tools.
期刊介绍：
Adolescent Research Review publishes articles that review important contributions to the understanding of adolescence. The Review draws from the many subdisciplines of developmental science, psychological science, education, criminology, public health, medicine, social work, and other allied disciplines that address the subject of youth and adolescence. The editors are especially interested in articles that bridge gaps between disciplines or that focus on topics that transcend traditional disciplinary boundaries. Reviews must be cutting edge and comprehensive in the way they advance science, practice or policy relating to adolescents.
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