Psychometric Properties of the Cyberbullying Test, a Screening Instrument to Measure Cybervictimization, Cyberaggression, and Cyberobservation

Abstract

The purpose of the study was to analyze the psychometric properties of the Cyberbullying Test. The sample included 3,026 participants from the Basque Country (northern Spain), aged 12 to 18 years. Results confirmed high internal consistency and moderate temporal stability. Exploratory factor analysis yielded three moderately correlated factors (cyberobserver, cyberaggressor, and cybervictim). Confirmatory factor analysis ratified adequate model fit of the three factors. Convergent and discriminant validity were confirmed: (a) cybervictims use a variety of conflict resolution strategies, scoring high in neuroticism, openness, antisocial behavior, emotional attention, school-academic problems, shyness-withdrawal, psychopathological disorders, anxiety, and psychosomatic complaints, and low in agreeableness, responsibility, self-esteem, and social adjustment and (b) cyberaggressors use many aggressive conflict resolution strategies, scoring high in neuroticism, antisocial behavior, school-academic problems, psychopathological and psychosomatic disorders, and low in empathy, agreeableness, responsibility, emotion regulation, and social adjustment. The study confirms the test's reliability and validity.

Psychometric properties of the triangulated version of the European Bullying Intervention Project Questionnaire: Prevalence across seven roles

“…It is important to note that the three dimensions were highly correlated, not supporting either a one‐dimensional model or the assumption of three uncorrelated factors. Our results are consistent with those of previous studies using the original two‐factor questionnaire (Ortega‐Ruiz et al, ) and with those using three factors questionnaires (Garaigordobil, ; González‐Cabrera et al, ). In addition, the scale reliability indicators showed very good values, and the correlations between the dimensions of the EBIPQ‐TV and the CTQ were significant and positive, confirming the convergent validity of the questionnaire.…”

Cyberbullying

“…Other studies (Ak, Ozdemir, & Kuzucu, 2015;Aricak & Ozbay, 2016;Garaigordobil, 2015;Lonigrao et al, 2015) found positive relationship between anger as a personality trait and cyberbullying. They indicated that outward, explosive expression of anger appears to be common among cyberbullies.…”

“…Estimates of prevalence among young adults, however, are not consistent because of lack of consensus on the definition of cyberbullying, reporting time frame being assessed, and locations of the sample (Bernie et al, 2013;Garaigordobil, 2015;Kowalski et al, 2014).…”

I Love You but I Cyberbully You: The Role of Hostile Sexism

“…These technologies that are taking over both public and private spaces may facilitate life but can also generate undesirable effects. However, despite the numerous benefits of ICTs, it is also possible to identify some detriments (Muise, Christofides, & Desmarais, 2009;Spitzberg & Hoobler, 2002;Tejedor-Calvo & Pulido-Rodríguez, 2012;Tokunaga, 2011), such as jealousy and suspicions in intimate relationships, violation of privacy, low academic performance, family disputes, and cyberbullying (Garaigordobil, 2015;Smith, Mahdavi, Carvalho, Fisher, & Tippett, 2008). However, despite the numerous benefits of ICTs, it is also possible to identify some detriments (Muise, Christofides, & Desmarais, 2009;Spitzberg & Hoobler, 2002;Tejedor-Calvo & Pulido-Rodríguez, 2012;Tokunaga, 2011), such as jealousy and suspicions in intimate relationships, violation of privacy, low academic performance, family disputes, and cyberbullying (Garaigordobil, 2015;Smith, Mahdavi, Carvalho, Fisher, & Tippett, 2008).…”