Use of Item Response Theory to Validate Cyberbullying Sensibility Scale for University Students

Abstract

A thirteen-item cyberbullying sensibility scale (CSS), developed by Tanrıkulu, Kınay, and Arıcak (2013) and extensively used by researchers, was used to measure the cyberbullying sensibility levels of high school students. Unlike other similar concepts, such as cyberbullying and cyber victimization, there are no scales developed to measure the cyberbullying sensibility among university students. In this study, the data obtained from 727 university students were analyzed based on item response theory (IRT) techniques, and psychometric evidences were obtained to evaluate whether it is appropriate to use the scale on the university students. Accordingly, a parameterization of CSS items was performed by using the graded response model. Using the discrimination parameters and item fit statistics, some items were removed from the original scale and a seven-item CSS version was developed since preliminary exploratory and confirmatory factor analyses provide inadequate evidence for the validity of a one-dimensional structure of cyberbullying sensibility. However, an IRT-based item removal process yielded an acceptable improvement. In this way, despite the six items being removed from the original CSS form, the scale retained 64% of the information it provided. The reliability values computed based on the classical approach and IRT were above .8 after the item elimination process with only a minor drop. With the validation process, the CSS will be a valuable measurement tool to determine the level of cyberbullying sensibility among university students and allow academicians to conduct research with this population.

Kualitas Butir dan Estimasi Kemampuan Matematika Siswa SMP pada Soal Ujian Sekolah

“…Prosedur ini kurang memperhatikan interaksi antara setiap siswa dengan butir. Pendekatan teori respon butir (IRT) menjadi pendekatan alternatif yang dapat digunakan dalam menganalisis suatu tes dan in the processes to obtain valid measurement instruments (Aricak, Avcu, Topcu, & Tutlu, 2020). Pendekatan ini menggunakan dua prinsip yaitu prinsip relativitas dan prinsip probabilitas (Retnawati, 2014).…”

“…Berdasarkan gambar 4-6 diperoleh bahwa masing-masing titik relatif dekat dengan garis dengan gradient 1 sehinga menunjukkan bahwa tidak adanya variasi parameter hasil estimasi pada kelompok wanita dan kelompok pria. Hal ini menunjukkan bahwa instumen yang digunakan dengan estimasi parameter tingkat kesulitan, daya beda butir dan pengecoh butir tidak terpengaruh dengan kelompok jenis kelamin (Aricak et al, 2020).…”

Cyber Bullying Against Indonesian Muslim Leaders Through Social Media

“…Meanwhile, Akbulut, Sahin, and Eristi (2010) formulate the frequency of cyberbullying on 5 scales: never, rarely, sometimes, very often, almost always. As mentioned in the background, Aricak (2009) research shows that cyber abuse on social media is related to the possibility of social media users using accounts anonymously, even fake accounts, or hacking other people's accounts illegally. Aricak also mentions that anonymity is the most important driver of cyber harassment.…”

Investigation of education value perception scale's psychometric properties according to CTT and IRT

“…Yaşar and Aybek (2019) have developed a Resilience Scale according to IRT. Arıcak et al (2020) have attempted to validate the Cyberbullying Sensibility Scale, which has been developed for high school students, for university students based on IRT. In recent years, it is seen that IRT-based scale studies have been carried out.…”