Electronic Diaries: A Feasible Method of Assessing Emotional Experiences in Youth?

Suveg, Cynthia; Payne, Mary Lynn; Thomassin, Kristel; Jacob, Marni L.

doi:10.1007/s10862-009-9162-0

Cited by 46 publications

(47 citation statements)

References 31 publications

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“…Additional studies are needed that include student self-reports as well as other measures of bullying to determine the accuracy of selfreports. Novel techniques, such as electronic diaries (Suveg et al, 2010) and participant event monitoring (Peterson et al, 1996), could potentially be applied to the assessment of bullying and victimization. Given that bullying appears to be an ongoing, if not escalating problem in our schools, continued research is warranted.…”

Section: Discussionmentioning

confidence: 99%

“…Future research should include objective measures for comparison to student self-reports to help assess the accuracy of self-reports. Objective measures might include teacher reports, behavioral observations, electronic diaries (Suveg, Payne, Thomassin, & Jacob, 2010) and participant event monitoring (Peterson, Brown, Bartelstone and Kern, 1996). Suveg et al (2010) found that electronic diaries were useful in assessing emotional states in school-age children.…”

Section: Levels Of Self-reported Bullying and Victimizationmentioning

confidence: 99%

“…Objective measures might include teacher reports, behavioral observations, electronic diaries (Suveg, Payne, Thomassin, & Jacob, 2010) and participant event monitoring (Peterson, Brown, Bartelstone and Kern, 1996). Suveg et al (2010) found that electronic diaries were useful in assessing emotional states in school-age children. This model could be adapted for monitoring incidents of bullying and victimization in school-age children.…”

Section: Levels Of Self-reported Bullying and Victimizationmentioning

confidence: 99%

“…In future studies, the inclusion of objective comparison measures, such as teachers' ratings, behavioral observations, participant event monitoring (Peterson et al, 1996) and electronic diaries (Suveg et al, 2010), may be highly informative. The use of measures obtained from different reporters or procedures might result in a better understanding of the accuracy of students' self-reports.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

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A Psychometric Comparison of Two Self-Report Measures of Bullying and Victimization: Differences by Sex and Grade

Hartung

Little

Allen

et al. 2011

School Mental Health

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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.

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Section: Discussionmentioning

confidence: 99%

Section: Levels Of Self-reported Bullying and Victimizationmentioning

confidence: 99%

Section: Levels Of Self-reported Bullying and Victimizationmentioning

confidence: 99%

Section: Limitations and Future Directionsmentioning

confidence: 99%

See 2 more Smart Citations

A Psychometric Comparison of Two Self-Report Measures of Bullying and Victimization: Differences by Sex and Grade

Hartung

Little

Allen

et al. 2011

School Mental Health

View full text Add to dashboard Cite

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“…Although the CAFAS is not a diagnostic tool administered by a licensed psychologist, the items on the CAFAS address many areas of the child's life, allowing the rater to attain a picture of the child's behavior at home, at school, and in other situations documented in case files (e.g., by reviewing case notes documenting a discussion between a caseworker and the child's psychologist or probation officer). However, self-reports of emotion regulation and emotional responses can be problematic (Lewis et al 2010;Suveg et al 2010) and CAFAS ratings are partially based on children's self-reports.…”

Section: Limitationsmentioning

confidence: 99%

Emotion Dysregulation and Academic Resilience in Maltreated Children

Schelble

Franks

Miller

2010

Child Youth Care Forum

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Maltreated children frequently experience academic difficulties. In the past, this has been attributed to placement instability, length of involvement with the child welfare system, and numerous other factors that disproportionately affect maltreated children. Maltreated children are also prone to emotion regulation (ER) difficulties and patterns of emotion dysregulation. Resilience (i.e., normative functioning despite having experienced maltreatment) among maltreated children is rare, particularly across multiple domains. ER has been found to predict academic performance in non-maltreated samples. In this study, the relationship between emotion dysregulation and academic performance was analyzed in a sample already at risk for academic difficulties (maltreated children). Measures of emotion dysregulation and academic performance were analyzed in a sample of maltreated children (n = 158). Linear regression analysis indicated that the absence of emotion dysregulation was significantly related to academic resilience. Late adolescence, race, and placement stability were also significantly related to academic resilience. Implications for child welfare professionals and educators of maltreated children are discussed.

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