Psychometric Properties of the Florence CyberBullying-CyberVictimization Scales

Palladino, Benedetta Emanuela; Nocentini, Annalaura; Menesini, Ersilia

doi:10.1089/cyber.2014.0366

Cited by 57 publications

(42 citation statements)

References 23 publications

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“…Therefore, an innovative tool has been created with high scientific application in the globalized world in which we live, in which it is not uncommon to see physical or verbal violence in youth of different cultures, ethnicities, or religions (Domínguez et al 2017). Offering a reliable and empirically proven instrument is of great importance at a time when digital media is full of violence hidden behind masked identities and aliases, making diagnosis and educational intervention focused on cyber-aggressors difficult (Palladino et al 2015).…”

Section: Discussionmentioning

confidence: 99%

Educational Environments with Cultural and Religious Diversity: Psychometric Analysis of the Cyberbullying Scale

2019

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The objective of this research is to adapt and validate a useful instrument to diagnose cyberbullying, provoked by intolerance towards cultural and religious diversity, identifying the profile of the aggressor and the victim. The study was carried out using the Delphi technique, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). The selected sample was composed of 1478 adolescents, all students from Compulsory Secondary Education of Spain. The instrument items were extracted from relevant scales on the topic. The initial questionnaire was composed of 52 items and three underlying constructs. After validation with EFA (n = 723), the structure was checked, and the model was later corroborated with CFA (n = 755) through structural equations (RMSEA = 0.05, CFI = 0.826, TLI = 0.805). The reliability and internal consistency of the instrument were also tested, with values for all dimensions being higher than 0.8. It is concluded that this new questionnaire has 38 items and three dimensions. It has an acceptable validity and reliability, and can be used to diagnose cyberbullying caused by the non-acceptance of cultural and religious diversity in Compulsory Secondary Education students.

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Section: Discussionmentioning

confidence: 99%

Educational Environments with Cultural and Religious Diversity: Psychometric Analysis of the Cyberbullying Scale

2019

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“…Cyber-victimization. The Florence Cyberbullying-Cybervictimization Scale (Palladino, Nocentini, & Menesini, 2015) has been developed and validated for Italian adolescents. For the purpose of the current study, we used the 14 items of the cyber-victimization scale that asks participants how often in the current school year they have suffered different kinds of aggressive behavior by other peers online (such as receiving threatening and insulting text messages, receiving videos/photos of embarrassing or personal situations, or being excluded from an online group in chats, forum, Facebook groups).…”

Section: Methodsmentioning

confidence: 99%

Associations of Traditional and Peer Cyber-Victimization With Adolescents’ Internet Use: A Latent Profile Analysis

et al. 2019

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Significant overlap exists between traditional victimization and peer cyber-victimization. Yet, they can also be somewhat differentiated. Adopting person-centered approaches, studies showed that multiple classes of peer victimization are distinguishable. In particular, this study analyzed the differences in Internet use, Internet motives and behavior and ethical media use of adolescents who are victimized only (or mainly) online (i.e., “cyber-victims”), their peers who are victimized at school (“traditional victims”), students who are frequently victimized both offline and online (“dual victims”), and students who are not victimized. A sample of 1377 Italian adolescents (49.5% females, age M = 16.13, SD = 1.27) completed self-report questionnaires of traditional and peer cyber-victimization and a variety of Internet-related measures. Latent profile analysis yielded four distinct groups: non-victims (79.6% of the sample), traditional victims (9.2%), cyber-victims (9.1%), and dual victims (2.1%). Among the four groups, dual victims, that is, adolescents who are frequently victimized both at school and online, showed the most problematic use of information and communication technologies (ICT). Dual victims and cyber-victims also reported to engage more frequently than the other groups in a variety of Internet activities (e.g., role-playing games and visiting adult sites). Traditional victims reported more coping and conformity motives for using Internet compared to non-victims and, in the latter case, also to cyber-victims. The current findings may help to better understand the link between traditional victimization and peer cyber-victimization with adolescent’s use of information and communication technologies and may inform prevention and educational programs about positive use of new technologies among adolescents.

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“…The Florence Cyberbullying/Cybervictimization Scales were used (Palladino, Nocentini, & Menesini, ). They are composed of two scales, one for cyberbullying and one for cybervictimization.…”

Section: Methodsmentioning

confidence: 99%

Evidence‐based intervention against bullying and cyberbullying: Evaluation of the NoTrap! program in two independent trials

Palladino

Nocentini

Menesini

2016

Aggressive Behavior

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140

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The NoTrap! (Noncadiamointrappola!) program is a school-based intervention, which utilizes a peer-led approach to prevent and combat both traditional bullying and cyberbullying. The aim of the present study was to evaluate the efficacy of the third Edition of the program in accordance with the recent criteria for evidence-based interventions. Towards this aim, two quasi-experimental trials involving adolescents (age M = 14.91, SD = .98) attending their first year at different high schools were conducted. In Trial 1 (control group, n = 171; experimental group, n = 451), latent growth curve models for data from pre-, middle- and post-tests showed that intervention significantly predicted change over time in all the target variables (victimization, bullying, cybervictimization, and cyberbullying). Specifically, target variables were stable for the control group but decreased significantly over time for the experimental group. Long-term effects at the follow up 6 months later were also found. In Trial 2 (control group, n = 227; experimental group, n = 234), the moderating effect of gender was examined and there was a reported decrease in bullying and cyberbullying over time (pre- and post-test) in the experimental group but not the control group, and this decrease was similar for boys and girls.

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Psychometric Properties of the Florence CyberBullying-CyberVictimization Scales

Cited by 57 publications

References 23 publications

Educational Environments with Cultural and Religious Diversity: Psychometric Analysis of the Cyberbullying Scale

Educational Environments with Cultural and Religious Diversity: Psychometric Analysis of the Cyberbullying Scale

Associations of Traditional and Peer Cyber-Victimization With Adolescents’ Internet Use: A Latent Profile Analysis

Evidence‐based intervention against bullying and cyberbullying: Evaluation of the NoTrap! program in two independent trials

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