Escala de actitudes hacia potenciales víctimas de bullying: elaboración y evidencias de validez y fiabilidad
The present article aimed at describing the elaboration of a measurement of attitudes towards potential targets of bullying, gathering evidence of its factorial validity and internal consistency. Two studies were performed with 800 secondary school students whose mean age was 15 years old, who answe...
- Autores:
-
Da Silva-Lima, Mardelides
Veloso-Gouveia, Rildésia Silva
Silva-Soares, Ana Karla
Rodrigues-Araújo, Rafaella de Carvalho
Costa-Ribeiro, Maria Gabriela
De Sampaio-Brito, Tátila Rayane
Veloso-Gouveia, Valdiney
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2017
- Institución:
- Universidad Católica de Colombia
- Repositorio:
- RIUCaC - Repositorio U. Católica
- Idioma:
- eng
spa
por
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- Acceso en línea:
- http://hdl.handle.net/10983/15527
- Palabra clave:
- BULLYING
ESCALA
VALIDEZ
FIABILIDAD
SCALE
VALIDITY
RELIABILITY
VALIDADE
PRECISÃO
- Rights
- openAccess
- License
- Derechos Reservados - Universidad Católica de Colombia, 2017
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| dc.title.spa.fl_str_mv |
Escala de actitudes hacia potenciales víctimas de bullying: elaboración y evidencias de validez y fiabilidad |
| dc.title.translated.eng.fl_str_mv |
Attitudes scale towards potential targets of bullying: elaboration and evidence of validity and reliability Escala de atitudes frente a alvos potenciais de bullying: elaboração e evidências de validade e precisão |
| title |
Escala de actitudes hacia potenciales víctimas de bullying: elaboración y evidencias de validez y fiabilidad |
| spellingShingle |
Escala de actitudes hacia potenciales víctimas de bullying: elaboración y evidencias de validez y fiabilidad BULLYING ESCALA VALIDEZ FIABILIDAD SCALE VALIDITY RELIABILITY VALIDADE PRECISÃO |
| title_short |
Escala de actitudes hacia potenciales víctimas de bullying: elaboración y evidencias de validez y fiabilidad |
| title_full |
Escala de actitudes hacia potenciales víctimas de bullying: elaboración y evidencias de validez y fiabilidad |
| title_fullStr |
Escala de actitudes hacia potenciales víctimas de bullying: elaboración y evidencias de validez y fiabilidad |
| title_full_unstemmed |
Escala de actitudes hacia potenciales víctimas de bullying: elaboración y evidencias de validez y fiabilidad |
| title_sort |
Escala de actitudes hacia potenciales víctimas de bullying: elaboración y evidencias de validez y fiabilidad |
| dc.creator.fl_str_mv |
Da Silva-Lima, Mardelides Veloso-Gouveia, Rildésia Silva Silva-Soares, Ana Karla Rodrigues-Araújo, Rafaella de Carvalho Costa-Ribeiro, Maria Gabriela De Sampaio-Brito, Tátila Rayane Veloso-Gouveia, Valdiney |
| dc.contributor.author.spa.fl_str_mv |
Da Silva-Lima, Mardelides Veloso-Gouveia, Rildésia Silva Silva-Soares, Ana Karla Rodrigues-Araújo, Rafaella de Carvalho Costa-Ribeiro, Maria Gabriela De Sampaio-Brito, Tátila Rayane Veloso-Gouveia, Valdiney |
| dc.subject.proposal.spa.fl_str_mv |
BULLYING ESCALA VALIDEZ FIABILIDAD SCALE VALIDITY RELIABILITY VALIDADE PRECISÃO |
| topic |
BULLYING ESCALA VALIDEZ FIABILIDAD SCALE VALIDITY RELIABILITY VALIDADE PRECISÃO |
| description |
The present article aimed at describing the elaboration of a measurement of attitudes towards potential targets of bullying, gathering evidence of its factorial validity and internal consistency. Two studies were performed with 800 secondary school students whose mean age was 15 years old, who answered the Attitudes Scale towards Potential Targets of Bullying (ASTPB) and some demographic questions. In Study 1 (n = 230) the discriminant power of the scale items was verified, and after performing an exploratory factor analysis two components were identified (appearance and gender issues and social exposure), with Cronbach’s alpha (α) of 0.81 and 0.70, respectively. In Study 2 (n = 570) a confirmatory factor analysis was performed (Maximum Likelihood), confirming the two-factor structure of the scale (αfactor I= 0.80 and αfactor II = 0.65; CR = 0.80 and 0.64, respectively). Moreover, evidence was also gathered of factorial invariance of this measure in groups of women and men. In conclusion this is a parsimonious measurement with evidences of validity and reliability, suggesting its adequacy for use when the goal is to evaluate attitudes towards potential targets of bullying. |
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2017 |
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2017-01 |
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2018-02-14T00:48:13Z |
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2018-02-14T00:48:13Z |
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da-Silva Lima, M., Veloso-Gouveia, R., Silva-Soares, A., Rodrigues-Araújo, R., Costa-Ribeiro, M., de Sampaio-Brito, T., & Veloso-Gouveia, V. (2017). Attitudes scale towards potential targets of bullying: elaboration and evidence of validity and reliability/ Escala de actitudes hacia potenciales víctimas de bullying: elaboración y evidencias de validez y fiabilidad/ Escala de atitudes frente a alvos potenciais de bullying: elaboração e evidências de validade e precisão. Acta Colombiana de Psicología, 20(1). Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/1303 |
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0123-9155 |
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http://hdl.handle.net/10983/15527 |
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da-Silva Lima, M., Veloso-Gouveia, R., Silva-Soares, A., Rodrigues-Araújo, R., Costa-Ribeiro, M., de Sampaio-Brito, T., & Veloso-Gouveia, V. (2017). Attitudes scale towards potential targets of bullying: elaboration and evidence of validity and reliability/ Escala de actitudes hacia potenciales víctimas de bullying: elaboración y evidencias de validez y fiabilidad/ Escala de atitudes frente a alvos potenciais de bullying: elaboração e evidências de validade e precisão. Acta Colombiana de Psicología, 20(1). Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/1303 0123-9155 |
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eng spa por |
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Acta Colombiana de Psicología, Vol. 20, no. 1 (ene.-jun. 2017); p. 254-265 |
| dc.relation.references.spa.fl_str_mv |
Antunes, D. C., & Zuin, A. A. (2008). Do bullying ao preconceito: os desafios da barbárie à educação. Psicologia & Sociedade, 20, 33-42. Austin, S., & Joseph, S. (1996). Assessment of bully/victim problems in 8 to 11 year-olds. British Journal of Educational Psychology, 66, 447-456. Bacchini, D., Esposito, G., & Affuso, G. (2009). Social experience and school bullying. Journal of Community & Applied Social Psychology, 19, 17-32. Bandeira, C., & Hutz, C. S. (2012). Bullying: Prevalência, implicações e diferenças entre os gêneros. Psicologia Escolar e Educacional, 16, 35-44. Byrne, B. M. (2010). Structural equation modeling with Amos: Basic concepts, applications, and programmim g. New York: Routledge. Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233-255. Cho, J. I., Hendrickson, J. M., & Mock, D. R. (2009). Bullying status and behavior patterns of preadolescents and adolescents with behavioral disorders. Education and Treatment of Children, 32, 655-671. Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7, 309-319. Cunha, J. M. (2009). Violência interpessoal em escolas no Brasil: Características e Correlatos. Dissertação de Mestrado. Universidade Federal do Paraná, Curitiba, PR. Fante, C., & Pedra, J. A. (2008). Bullying escolar: Perguntas e respostas. Porto Alegre, RS: Artmed. Felix, E. D., Sharkey, J. D., Green, J. G., Furlong, M. J., & Tanigawa, D. (2011). Getting precise and pragmatic about the assessment of bullying: the development of the California Bullying Victimization Scale. Aggressive Behavior, 37, 234-247. Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50. Gouveia, V. V., Athayde, R. A. A., Mendes, L. A. C., & Freire, S. E. A. (2012). Introdução às medidas implícitas: Conceitos, técnicas e contribuições. Revista da Sociedade de Psicologia do Rio Grande do Sul, 12, 80-92. Gouveia, V. V., & Soares, A. K. S. (2015). Calculadoras de validade de construto (CVC). João Pessoa, PB: BNCS/ Universidade Federal da Paraíba. Recuperado de http://akssoares.com/psicometria/calculadora-vme-e-cc. Hamburger, M. E., Basile, K. C., & Vivolo, A. M. (Eds.). (2011). Measuring bullying victimization, perpetration, and bystander experiences: A compendium of assessment tools. Centers for Disease Control and Prevention, National Center for Injury Prevention and Control, Division of Violence Prevention. Hayton, J. C., Allen, D. G., & Scarpello, V. (2004). Factor retention decisions in exploratory factor analysis: A tutorial on parallel analysis. Organizational Research Methods, 7, 191-205. Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2009). Análise multivariada de dados. Porto Alegre, RS: Artmed Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. The Electronic Journal of Business Research Methods, 6, 53-60. Hoffmann, C. T. (2013). The nature and extent of teachers as targets of bullying by their learners in a high school. Doctoral dissertation. School of Education, Faculty of Humanities, University of the Witwatersrand. Kohlsdorf, M., & Costa Junior, A. L. (2009). O autorrelato na pesquisa em psicologia da saúde: Desafios metodológicos. Psicologia Argumento, 27, 131-139. Middelton-Moz, J., & Zawadski, M. (2007). Bullying - Estraté gias de sobrevivência para crianças e adultos (R. C. Costa, Trad.). Porto Alegre, RS: Artmed . Olweus, D. (1991). Bully/victim problems among schoolchildren: basic facts and effects of a school based intervention program. En D. Pepler. & K. H. Rubin (Eds), The development and treatment of childhood aggression (pp. 411-448). Hillsdale: Lawrence Erlbaum. Olweus, D. (1993). Bullying at school. What we know and what we can do. Oxford, UK: Blackwell. Pasquali, L. (2003). Psicometria: Teoria dos testes na psicologia e na educação. Vozes. Pellegrini, D. (2001). Aprenda com eles e ensine melhor. Revis ta Nova Escola, 16, 19-25. Pontzer, D. (2010). A theoretical test of bullying behavior: Parenting, personality, and the bully/victim relationship. Journal of Family Violence, 25, 259-273. Silva, M. A. J., Pereira, B., Mendonça, D., Nunes, B., & Oliveira, W A. (2013). The involvements of girls and boys with bullying: An analysis of gender differences. International Journal of Environmental Research and Public Health, 10, 6820-6831. Skerlavaj, M., & Dimovski, V. (2009). Organizational learning and performance in two national cultures: A multi-group structural equation modeling approach. En W. R. King (Ed.), Knowledge management and organizational learning (Vol. 4, pp. 321-366). Nueva York, NY: Springer. Slonje, R., Smith, P. K., & Frisén, A. (2013). The nature of cyberbullying, and strategies for prevention. Computers in Human Behavior, 29, 26-32. Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6a ed.). Boston, MA: Allyn and Bacon. Tognetta, L. R. P. (2010). Violência na escola: Os sinais de bullying e o olhar necessário aos sentimentos. En Pontes A. & Lima V. S. (Eds.), Construindo saberes em educação. Porto Alegre, RS: Zouk. Vanderbilt, D., & Augustyn, M. (2010). The effects of bullying. Pediatrics and Child Health, 20, 315-320. Viscente, I. (2010). Crença no mundo justo, coping e bem-estar em vítimas de bullying. Dissertação de Mestrado. Instituto Universitário de Lisboa, Lisboa. Wang, J., Iannotti, R. J., & Nansel, T.R. (2009). School bullying among adolescents in the United States: Physical, verbal, relational, and cyber. Journal of Adolescent Health, 45, 368-375. Weinstock, J., & Krehbiel, M. (2009). Fat youth as common targets for bullying. En E. Rothblum & S. Solovay (Eds.), The fat studies reader (pp. 120-126). New York, NY: New York University Press. |
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Da Silva-Lima, Mardelides278e50e6-d512-4cdf-b6c3-1dc3e01709baVeloso-Gouveia, Rildésia Silva298c15d3-10c7-462b-8efb-a91b458dedf4-1Silva-Soares, Ana Karla9b1d2f4a-5c93-440e-81bf-54829661dbb1-1Rodrigues-Araújo, Rafaella de Carvalhof08a7ae4-ae9b-4ca0-90b1-764b0fb3fe0f-1Costa-Ribeiro, Maria Gabriela55b82130-e204-45d3-8d53-f169e5b76140-1De Sampaio-Brito, Tátila Rayanec02b2f23-e5d0-441a-91a7-71532b2f1351Veloso-Gouveia, Valdiney1b0fce60-1a11-46db-9af4-147f626ed20e-12018-02-14T00:48:13Z2018-02-14T00:48:13Z2017-01The present article aimed at describing the elaboration of a measurement of attitudes towards potential targets of bullying, gathering evidence of its factorial validity and internal consistency. Two studies were performed with 800 secondary school students whose mean age was 15 years old, who answered the Attitudes Scale towards Potential Targets of Bullying (ASTPB) and some demographic questions. In Study 1 (n = 230) the discriminant power of the scale items was verified, and after performing an exploratory factor analysis two components were identified (appearance and gender issues and social exposure), with Cronbach’s alpha (α) of 0.81 and 0.70, respectively. In Study 2 (n = 570) a confirmatory factor analysis was performed (Maximum Likelihood), confirming the two-factor structure of the scale (αfactor I= 0.80 and αfactor II = 0.65; CR = 0.80 and 0.64, respectively). Moreover, evidence was also gathered of factorial invariance of this measure in groups of women and men. In conclusion this is a parsimonious measurement with evidences of validity and reliability, suggesting its adequacy for use when the goal is to evaluate attitudes towards potential targets of bullying.O presente artigo objetivou descrever a elaboração de uma medida de atitudes frente a potenciais alvos de bullying, reunindo evidências de sua validade fatorial e consistência interna. Realizaram-se dois estudos com estudantes secundaristas que tinham idade média de 15 anos, os quais responderam a Escala de Atitudes frente a Alvos Potenciais de Bullying (EAAPB) e perguntas demográficas. No Estudo 1 (n = 230) foi verificado o poder discriminativo dos itens desta medida e feita uma análise fatorial exploratória, emergindo dois componentes: aparência e questões de gênero e exposição social, cujos alfas de Cronbach (α) foram de 0,81 e 0,70, respectivamente. No Estudo 2 (n = 570) foi realizada uma análise fatorial confirmatória (Máxima Verossimilhança), que corroborou a estrutura bifatorial (αfator I = 0,80 e αfator II = 0,65; CC = 0,80 e 0,64, respectivamente). Ademais, reuniram-se evidências acerca da invariância fatorial desta escala entre mulheres e homens. Conclui-se que esta é uma medida parcimoniosa, apresentando evidências de validade e precisão que sugerem seu emprego quando o propósito for conhecer atitudes frente a alvos potenciais de bullying.El presente artículo tuvo como objetivo describir la elaboración de una medida de actitudes hacia potenciales víctimas de bullying, reuniendo evidencias de validez factorial y consistencia interna de la Escala de Atitudes frente a Alvos Potenciais de Bullying (EAAPB) (Escala de actitudes hacia potenciales víctimas de bullying). Se realizaron dos estudios con 800 estudiantes de enseñanza secundaria, con edad promedio de 15 años, los cuales contestaron a preguntas demográficas y la EAAPB. En el Estudio 1 (n = 230) se comprobó el poder discriminativo de los ítems de la escala y se realizó un análisis factorial exploratorio en el que se identificaron dos componentes: apariencia y temas de género (α = .81) y exposición social (α = .70). En el Estudio 2 (n = 570) se realizó un análisis factorial confirmatorio (máxima verosimilitud), en el que se comprobó la estructura bifactorial de la escala: el primer factor con α = .80 y CR = .80; y el segundo con α = .65 y CR =.64. Se reunieron evidencias sobre la invariancia factorial de la escala en grupos de mujeres y hombres. Se concluye que la EAFPB es una medida parsimoniosa que presenta evidencias de validez y confiabilidad, por lo que se sugiere su uso para evaluar las actitudes hacia potenciales víctimas de bullying.application/pdfda-Silva Lima, M., Veloso-Gouveia, R., Silva-Soares, A., Rodrigues-Araújo, R., Costa-Ribeiro, M., de Sampaio-Brito, T., & Veloso-Gouveia, V. (2017). Attitudes scale towards potential targets of bullying: elaboration and evidence of validity and reliability/ Escala de actitudes hacia potenciales víctimas de bullying: elaboración y evidencias de validez y fiabilidad/ Escala de atitudes frente a alvos potenciais de bullying: elaboração e evidências de validade e precisão. Acta Colombiana de Psicología, 20(1). Recuperado de http://editorial.ucatolica.edu.co/ojsucatolica/revistas_ucatolica/index.php/acta-colombiana-psicologia/article/view/13030123-9155http://hdl.handle.net/10983/15527engspaporUniversidad Católica de Colombia. Facultad de PsicologíaActa Colombiana de Psicología, Vol. 20, no. 1 (ene.-jun. 2017); p. 254-265Antunes, D. C., & Zuin, A. A. (2008). Do bullying ao preconceito: os desafios da barbárie à educação. Psicologia & Sociedade, 20, 33-42.Austin, S., & Joseph, S. (1996). Assessment of bully/victim problems in 8 to 11 year-olds. British Journal of Educational Psychology, 66, 447-456.Bacchini, D., Esposito, G., & Affuso, G. (2009). Social experience and school bullying. Journal of Community & Applied Social Psychology, 19, 17-32.Bandeira, C., & Hutz, C. S. (2012). Bullying: Prevalência, implicações e diferenças entre os gêneros. Psicologia Escolar e Educacional, 16, 35-44.Byrne, B. M. (2010). Structural equation modeling with Amos: Basic concepts, applications, and programmim g. New York: Routledge.Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233-255.Cho, J. I., Hendrickson, J. M., & Mock, D. R. (2009). Bullying status and behavior patterns of preadolescents and adolescents with behavioral disorders. Education and Treatment of Children, 32, 655-671.Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7, 309-319.Cunha, J. M. (2009). Violência interpessoal em escolas no Brasil: Características e Correlatos. Dissertação de Mestrado. Universidade Federal do Paraná, Curitiba, PR.Fante, C., & Pedra, J. A. (2008). Bullying escolar: Perguntas e respostas. Porto Alegre, RS: Artmed.Felix, E. D., Sharkey, J. D., Green, J. G., Furlong, M. J., & Tanigawa, D. (2011). Getting precise and pragmatic about the assessment of bullying: the development of the California Bullying Victimization Scale. Aggressive Behavior, 37, 234-247.Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39-50.Gouveia, V. V., Athayde, R. A. A., Mendes, L. A. C., & Freire, S. E. A. (2012). Introdução às medidas implícitas: Conceitos, técnicas e contribuições. Revista da Sociedade de Psicologia do Rio Grande do Sul, 12, 80-92.Gouveia, V. V., & Soares, A. K. S. (2015). Calculadoras de validade de construto (CVC). João Pessoa, PB: BNCS/ Universidade Federal da Paraíba. Recuperado de http://akssoares.com/psicometria/calculadora-vme-e-cc.Hamburger, M. E., Basile, K. C., & Vivolo, A. M. (Eds.). (2011). Measuring bullying victimization, perpetration, and bystander experiences: A compendium of assessment tools. Centers for Disease Control and Prevention, National Center for Injury Prevention and Control, Division of Violence Prevention.Hayton, J. C., Allen, D. G., & Scarpello, V. (2004). Factor retention decisions in exploratory factor analysis: A tutorial on parallel analysis. Organizational Research Methods, 7, 191-205.Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2009). Análise multivariada de dados. Porto Alegre, RS: ArtmedHooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. The Electronic Journal of Business Research Methods, 6, 53-60.Hoffmann, C. T. (2013). 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