Validation of a Cyber Bullying and Victimization Measure Among Elementary School-Aged Children.
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| Title: | Validation of a Cyber Bullying and Victimization Measure Among Elementary School-Aged Children. |
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| Authors: | Williford, Anne1 anne.williford@colostate.edu, DePaolis, Kathryn J.2 |
| Source: | Child & Adolescent Social Work Journal. Oct2019, Vol. 36 Issue 5, p557-570. 14p. |
| Subject Terms: | *Factor analysis, *Psychology of middle school students, *Psychology of school children, *Research methodology evaluation, Questionnaires, Social services, Psychology of crime victims, Professional practice, Cyberbullying, Multitrait multimethod techniques |
| Abstract: | Drastic increases in access to and use of technology among younger children has given rise to concerns about their exposure to cyber forms of bullying and victimization. However, few validated measures exist for accurately capturing younger children's involvement. To this end, the purpose of the present study is to investigate the validity of a cyberbullying and victimization measure. Confirmatory factor analysis was conducted to examine the construct validity of the European Cyberbullying Intervention Project Questionnaire on a sample of 841 3rd through 5th grade students that was previously validated on 7th–10th grade adolescents. Findings suggest that this measure may adequately capture younger children's exposure to cyber victimization but may be less sensitive to capturing their perpetration of cyber bullying. Study findings also provide some support that cyber bullying may represent a unique form of bullying that is distinct from traditional forms. Implications for social work practice with children and adolescents are discussed in light of the need for accurate and reliable assessment tools for practitioners. [ABSTRACT FROM AUTHOR] |
| Copyright of Child & Adolescent Social Work Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Drastic increases in access to and use of technology among younger children has given rise to concerns about their exposure to cyber forms of bullying and victimization. However, few validated measures exist for accurately capturing younger children's involvement. To this end, the purpose of the present study is to investigate the validity of a cyberbullying and victimization measure. Confirmatory factor analysis was conducted to examine the construct validity of the European Cyberbullying Intervention Project Questionnaire on a sample of 841 3rd through 5th grade students that was previously validated on 7th–10th grade adolescents. Findings suggest that this measure may adequately capture younger children's exposure to cyber victimization but may be less sensitive to capturing their perpetration of cyber bullying. Study findings also provide some support that cyber bullying may represent a unique form of bullying that is distinct from traditional forms. Implications for social work practice with children and adolescents are discussed in light of the need for accurate and reliable assessment tools for practitioners. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07380151 |
| DOI: | 10.1007/s10560-018-0583-z |
