Abstract
Numerous rating scales have been designed to assess bullying and victimization; however, the psychometric properties of these
measures have been understudied. As a result, the accuracy of evaluations that determine the effectiveness of bullying policies
or prevention programs is uncertain. The current study was designed to (a) compare the psychometric properties of two commonly-used
student self-report measures of bullying and victimization in 3rd through 5th graders, (b) examine the psychometric properties
of these two measures by sex and grade, and (c) examine sex and grade differences in levels of bullying and victimization.
Participants were 532 elementary school students in Grades 3 through 5. Students completed the Revised Olweus Bully/Victim
Questionnaire (OBVQ) and the Reynolds Bully-Victimization Scales (BVS). Measures were completed during guidance classes. In
general, students admitted to more victimization than bullying. Further, internal consistency analyses indicated that the
BVS had better reliability than the OBVQ which is likely a result of more items on BVS subscales than on OBVQ subscales. A
number of interesting sex and grade differences were also identified. Implications for the assessment of school bullying and
victimization are discussed.
measures have been understudied. As a result, the accuracy of evaluations that determine the effectiveness of bullying policies
or prevention programs is uncertain. The current study was designed to (a) compare the psychometric properties of two commonly-used
student self-report measures of bullying and victimization in 3rd through 5th graders, (b) examine the psychometric properties
of these two measures by sex and grade, and (c) examine sex and grade differences in levels of bullying and victimization.
Participants were 532 elementary school students in Grades 3 through 5. Students completed the Revised Olweus Bully/Victim
Questionnaire (OBVQ) and the Reynolds Bully-Victimization Scales (BVS). Measures were completed during guidance classes. In
general, students admitted to more victimization than bullying. Further, internal consistency analyses indicated that the
BVS had better reliability than the OBVQ which is likely a result of more items on BVS subscales than on OBVQ subscales. A
number of interesting sex and grade differences were also identified. Implications for the assessment of school bullying and
victimization are discussed.
- Content Type Journal Article
- Pages 1-14
- DOI 10.1007/s12310-010-9046-1
- Authors
- Cynthia M. Hartung, Department of Psychology, University of Wyoming, 1000 E. University Avenue, Dept. #3415, Laramie, WY 82071, USA
- Carolyn S. Little, Department of Psychology, University of Wyoming, 1000 E. University Avenue, Dept. #3415, Laramie, WY 82071, USA
- Erica K. Allen, Department of Psychology, University of Wyoming, 1000 E. University Avenue, Dept. #3415, Laramie, WY 82071, USA
- Melanie C. Page, Department of Psychology, Oklahoma State University, Stillwater, OK USA
- Journal School Mental Health
- Online ISSN 1866-2633
- Print ISSN 1866-2625