Cyber victim and bullying scale: A study of validity and reliability
Computers & Education Volume 57, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd
The purpose of this study is to develop a reliable and valid scale, which determines cyber victimization and bullying behaviors of high school students. Research group consisted of 404 students (250 male, 154 male) in Sakarya, in 2009–2010 academic years. In the study sample, mean age is 16.68. Content validity and face validity of the scale was provided via field specialists’ judgment. Confirmatory and exploratory factor analyses were performed for investigation of the factor structure of the scale. As a result of principal component analysis of cyber victim subscale three factors emerged which accounted for the 46.38% of the total variance. Also for cyber bullying subscale, same three factors emerged accounting for the 49.18% of the total variance. Scales with 22 items under 3 factors were tested with confirmatory factor analysis for each victim and bullying variables. Three factors were named as cyber verbal bullying, hiding identity and cyber forgery. Three factors model of scales were found theoretically and statistically fitted after confirmatory factor analysis. For criterion related validity the correlation between cyber victim and bullying scale and Aggression Scale was calculated as .27 and .36, respectively. The internal consistency coefficients calculated for reliability. Cyber victim and bullying scales’ internal consistency coefficients were .89 and split-half coefficients were .79. for both scales. Test-retest reliability for cyber victim .85, for cyber bullying respectively .90 was found. These results demonstrate that the Cyber Victim and Bullying Scale’ is a valid and reliable instrument.
Çetin, B., Yaman, E. & Peker, A. (2011). Cyber victim and bullying scale: A study of validity and reliability. Computers & Education, 57(4), 2261-2271. Elsevier Ltd.
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Yehuda Peled, Western Galilee College, Israel; Efrat Pieterse, The Open University of Israel, Israel; Mandy B. Medvin & Linda P. Domanski, Westminster College, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1265–1270
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