Factor structure, reliability, and validity of the Chinese version of the School Bullying Experience Questionnaire

Abstract

The aims of this study were to examine the factor structure, internal consistency, 1-month test-retest reliability, and congruent validity of the Chinese version of the School Bullying Experience Questionnaire (C-SBEQ). Study 1, in which 5751 Taiwanese adolescents in Southern Taiwan participated, examined the adequacy of the original four-factor structure of the C-SBEQ using confirmatory factor analysis (CFA) and internal-consistency reliability using Cronbach α. Study 2, in which 108 adolescents in Southern Taiwan participated, examined the 1-month test-retest reliability using intraclass correlation coefficients (ICCs). We examined the congruent validity of the C-SBEQ by examining the consistency between self-reported and teacher- and classmate-nominated experiences of bullying involvement in Study 2. The results of CFA supported the four-factor structure of the C-SBEQ in Taiwanese adolescents. The test-retest and internal reliability values of all subscales of the C-SBEQ were at acceptable to satisfactory levels. Nominated adolescents had significantly higher self-reported scores on three C-SBEQ subscales than non-nominated ones, and the levels of agreement between self-reported and nominated victims were moderate. The results of this study indicate that the C-SBEQ is appropriate for assessing bullying experiences in Taiwanese adolescents.

Bullying Victimization and Perpetration and Their Correlates in Adolescents Clinically Diagnosed With ADHD

“…Higher total scores of Items 1 to 8 and Items 9 to 16 indicate more severe bullying victimization and perpetration, respectively. The results of the previous study examining the psychometrics of the C-SBEQ have been described elsewhere and supported that the C-SBEQ has good reliability and validity (Yen et al, 2012). The Cronbach's alpha of the subscales of bullying victimization and perpetration was .80 and .73, respectively.…”

Cyberbullying among male adolescents with attention-deficit/hyperactivity disorder: Prevalence, correlates, and association with poor mental health status

“…However, we did not observe differences in self-esteem between ADHD adolescents involved and uninvolved in cyberbullying. Further study is required to examine whether the incongruence between the present and previous studies is derived from study sample differences (ADHD adolescents vs. general school students) or Yen, Kim, Tang, Wu, & Cheng, 2012;. Therefore, hypothesizing that high BIS and high BAS may increase the risk of cyberbullying involvement, mediated by Internet addiction, is reasonable.…”

“…The self-reported Chinese version of the School Bullying Experience Questionnaire (C-SBEQ) was used to evaluate participant involvement in traditional school bullying in the previous year, with 16 items answered using a 4-point Likert scale ranging from 0 (never) to 3 (all the time; Kim, Koh, & Noh, 2001;Yen, Kim, Tang, Wu, & Cheng, 2012). This scale was composed of four 4-item subscales for evaluating experiences with passive and active traditional bullying victimization and perpetration.…”

Suicidality Among Gay and Bisexual Men in Taiwan: Its Relationships with Sexuality and Gender Role Characteristics, Homophobic Bullying Victimization, and Social Support

“…The responses for these six items were graded on a 4‐point Likert scale range as follows: 0 = never , 1 = just a little , 2 = often , and 3 = all the time . A previous study on C‐SBEQ psychometrics revealed that the C‐SBEQ has acceptable reliability and validity (Yen et al., ). The Cronbach's α value of the scale for evaluating the two forms of bullying based on gender role nonconformity and sexual orientation ranged from .70 to .86.…”