Aggressive Behavior · 2000 · 556 citations · 22 references
Social SciencesPsychologySocial PsychologyAdolescent DevelopmentPsychometricsScale DevelopmentBullyingChild VictimizationVictimization TheoryBullying MeasurementIndirect VictimizationInternal Consistency ReliabilityPhysical VictimizationPrincipal ComponentsSelf-report MeasurementSelf-report QuestionnairesSelf-report Scales
Researchers have distinguished direct and indirect peer‑victimization, yet disagreement persists over how best to categorize these types. The study aimed to delineate peer‑victimization types via Principal Components Analysis and develop a multidimensional self‑report scale. The study surveyed 812 English secondary‑school children aged 11–16, who, after confirming familiarity with bullying, rated the frequency of 45 victimizing acts. Four factors—physical, verbal, social manipulation, and property attacks—were identified, and the resulting subscales showed satisfactory internal consistency and convergent validity with self‑reports of being bullied. © 2000 Wiley‑Liss, Inc.; Journal of Social Psychology 26:169–178.
Although researchers have traditionally distinguished between direct (e.g., name-calling, hitting) and indirect (e.g., ignoring, scapegoating) types of peer-victimization, there remains disagreement concerning how best to categorize types of peer-victimization. The aim of the present study was to delineate, using Principal Components Analysis, types of peer-victimization and to develop a multidimensional psychometric self-report scale. Respondents were 812 children aged 11 to 16 years and attending a secondary school in England. Once it was established that respondents were familiar with a definition of bullying, they rated how often they had experienced 45 different victimizing acts. Four main factors were identified—physical victimization, verbal victimization, social manipulation, and attacks on property—and subscales constructed that possessed satisfactory internal consistency and convergent validity with self-reports of being bullied. Aggr. Behav. 26:169–178, 2000. © 2000 Wiley-Liss, Inc.
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