Revised Olweus Bully/Victim Questionnaire

Olweus, Dan

doi:10.1037/t09634-000

Cited by 529 publications

(771 citation statements)

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“…In the calculation of these scores, the program took into account how many nominations a student could maximally receive given the class size (Newcomb and Bukowski 1983). (3) Teacher ratings: teachers rated for each child how many times the child bullied other children in their class this school year on a five-point scale, ranging from "never" to "several times a week" (Olweus 1989).…”

Section: Methodsmentioning

confidence: 99%

Explicit- and Implicit Bullying Attitudes in Relation to Bullying Behavior

Goethem

Scholte

Wiers

2010

J Abnorm Child Psychol

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The main aim of this study was to examine whether an assessment of implicit bullying attitudes could add to the prediction of bullying behavior after controlling for explicit bullying attitudes. Primary school children (112 boys and 125 girls, M age=11 years, 5 months) completed two newly developed measures of implicit bullying attitudes (a general Implicit Association Test on bullying and a movie-primed specific IAT on bullying), an explicit bullying attitude measure, and self reported, peer reported, and teacher rated bullying behavior. While explicit bullying attitudes predicted bullying behavior, implicit attitudes did not. However, a significant interaction between implicit and explicit bullying attitudes indicated that in children with relatively positive explicit attitudes, implicit bullying attitudes were important predictors of bullying behavior. Theoretical and practical implications are discussed.Keywords Explicit bullying attitudes . Implicit bullying attitudes . Interaction explicit and implicit bullying attitudes . Bullying School bullying is a large societal problem and is already evident among primary school children. Studies on this population show that 3-27% of the children bully, and 9-32% are bullied once a week or more (Berger 2007). Bullying has also been shown to have large negative consequences for the well-being of victims and bullies (Berger 2007;Scholte et al. 2007), which stresses the importance of targeting bullying behavior together with the factors that are related to bullying.Various factors have been found to contribute to the extent to which children bully other children. Research evidence indicates that social factors such as group membership and peer pressure, as well as individual, personal factors such as physical strength, aggressiveness, and empathy influence bullying (Rigby 2004). Another often studied individual factor is children's attitudes towards bullying. Attitudes are predictors of all kinds of spontaneous and deliberate social and non-social behavior (e.g., Glasman and Albarracin 2006) including bullying behavior (Salmivalli and Voeten 2004). Attitudes can be defined as general and enduring, concrete or abstract evaluations of a person, group, or issue and can be based on beliefs, emotions and behavior (cf. Petty and Cacioppo 1986).In attitude research, a distinction is made between implicit attitudes and explicit attitudes. Implicit attitudes are impulsive, spontaneous, uncontrolled emotional reactions and evaluations. In contrast, explicit attitudes refer to deliberate, reflective, controlled, consciously self-reported evaluations (Gawronski and Bodenhausen 2006). Dualprocess models assume that there are two different modes of information processing that underlie implicit and explicit attitudes. According to these models more automatic, impulsive, associative processes underlie implicit attitudes and more controlled, reflective processes underlie explicit During the research project on implicit and explicit bullying attitudes all authors were working at ...

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Section: Methodsmentioning

confidence: 99%

Explicit- and Implicit Bullying Attitudes in Relation to Bullying Behavior

Goethem

Scholte

Wiers

2010

J Abnorm Child Psychol

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“…These 3 questions (Table I) were taken from a larger, reliable, well-validated bullying survey. 22 Students were classified as only victims, only bullies, bully-victims (those who were both victimized by bullies and bullied other children), or bystanders (children who did not bully others and were not bullied by others) based on their answers to the first 2 survey questions. Bystanders served as the reference group in all analyses.…”

Section: Methodsmentioning

confidence: 99%

Bullying and School Safety

Glew¹,

Fan²,

Katon³

et al. 2008

The Journal of Pediatrics

139

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Objective-To identify an association between involvement in bullying and problems in school.Study design-This was a cross-sectional study of 5391 students in grades 7, 9, and 11 in an urban public school district. The main outcome measure was involvement in bullying. Secondary outcomes included attendance, grade point average, psychosocial distress, and perceived acceptability of carrying guns to school.Results-Of the 5391 children surveyed, 26% were involved in bullying either as victim, bully, or both (bully-victim). All 3 groups were significantly more likely than bystanders to feel unsafe at school and sad most days. Victims and bully-victims were more likely to say they are "no good." Victims were more likely to feel that they "do not belong" in their school. The odds of being a victim (vs a bystander) were 10% lower for every 1 point increase in grade point average. Bully-victims were more likely to say that it is "not wrong" to take a gun to school.Conclusions-Associations between involvement in bullying and academic achievement, psychological distress, and the belief that it is not wrong to take a gun to school reinforce the notion that school environment is interrelated with mental health and school success.Bullying is defined as any repeated negative activity or aggression intended to harm or bother someone who is perceived by peers as being less physically or psychologically powerful than the aggressor. 1 Of particular concern is that bullying may have an adverse impact on victims' scholastic achievement, desire to attend school, and psychological health. 2 In 2000, Nansel et al 3 found a prevalence of bullying involvement (as bully, victim, or both [bully-victim]) among American teens and preteens of approximately 30%. But although this study found a significant association between bullying involvement and lower self-reported academic achievement, it did not use objective measures of academic achievement. Two other studies found a relationship between victim status and lower grade point averages. 4,5 Results from studies of other age groups in other countries vary. [6][7][8] Between 1994 and 1999, 220 school-associated violent deaths occurred in the United States, of which 172 were committed by students. Analysis revealed that the offending students were 2.6 times more likely to have been bullied than their victims. 9 One US national study reported that during 1 month in 2001, 2.7 million students carried a weapon to school. In that study, carrying weapons was associated both with being a bully and with being a victim 19,20 Variations in culture, school variables, or socioeconomic factors may account for these differences. [19][20][21] The present study arose from an offer by a US urban school district to allow the authors to analyze the results of a survey designed to assess and improve the school climate. The goal was to characterize bullies, victims, and bully-victims as completely as possible given the available information. We identified the opportunity to answer the following specific...

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“…Ortega et al (2001) refer to the use of the last three months whilst the widely used Olweus Bully/Victim Questionnaire (OBVQ) refers to the "past couple of months" as a period of time relevant to the school year that is less likely to be affected by memory recall (Olweus, 1996). When, as is often the case, the items measure frequency of bullying experiences, the response options used reflect the referent period (e.g., once or twice in the last couple of months for the OBVQ).…”

Section: Time Frame and Response Optionsmentioning

confidence: 99%

“…Bullying has been defined as intentional aggressive behavior repeated over a period of time, where there is a power imbalance between the person being bullied and the perpetrator (Olweus, 1996). Bullying behavior can take many forms.…”

Section: Introductionmentioning

confidence: 99%

The Forms of Bullying Scale (FBS): Validity and reliability estimates for a measure of bullying victimization and perpetration in adolescence.

Shaw¹,

Dooley²,

Cross³

et al. 2013

Psychological Assessment

109

135

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The study of bullying behavior and its consequences for young people depends on valid and reliable measurement of bullying victimization and perpetration. Whilst numerous self-report bullying-related measures have been developed, robust evidence of their psychometric properties is scant and several limitations inhibit their applicability. The Forms of Bullying Scale (FBS), with versions to measure bullying victimization (FBS-V) and perpetration (FBS-P), was developed based on existing instruments, for use with 12-15 year old adolescents to economically yet comprehensively measure both bullying perpetration and victimization. Measurement properties were estimated. Scale validity was tested using data from two independent studies of 3,496 Grade 8 and 783 Grade 8-10 students respectively.Construct validity of scores on the FBS was shown in confirmatory factor analysis. The factor structure was not invariant across gender. Strong associations between the FBS-V and FBS-P and separate single item bullying items demonstrated adequate concurrent validity.Correlations, in directions as expected with social-emotional outcomes (i.e., depression, anxiety, conduct problems and peer support), provided robust evidence of convergent and discriminant validity. Responses to the FBS items were found to be valid and concurrently reliable measures of self-reported frequency of bullying victimization and perpetration, as well as being useful to measure involvement in the different forms of bullying behaviors.

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Revised Olweus Bully/Victim Questionnaire

Cited by 529 publications

References 0 publications

Explicit- and Implicit Bullying Attitudes in Relation to Bullying Behavior

Explicit- and Implicit Bullying Attitudes in Relation to Bullying Behavior

Bullying and School Safety

The Forms of Bullying Scale (FBS): Validity and reliability estimates for a measure of bullying victimization and perpetration in adolescence.

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