Research Article
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Validity and Reliability Study of the Attitudes Towards Bullying Scale for Children

Year 2021, , 593 - 609, 24.10.2021
https://doi.org/10.47793/hp.975578

Abstract

The aim of this research is to develop a valid and reliable scale to determine the attitudes of 4th, 5th, and 6th grade students towards bullying. The study of the scale development was applied to three study groups. The first study group consisted of 120 participants, the second study group consisted of 401 and the third study group consisted of 329 participants. A trial form was created as a result of the literature review, focus group discussion and case study. The trial form was presented to a total of eleven experts in the field for their opinion. The content validity of the scale was confirmed by the panel of judges. SPSS 20 and LISREL 8.51 software were utilized in the analysis of the data. To assess the suitability of factor analysis of the data, Kaiser-Meyer-Olkin (KMO) and Bartlett’s test was conducted prior to exploratory factor analysis. The test results indicated the significance in KMO 0,82 and Bartlett Sphericity Test chi-square value 1216 (p< 0,001). As a result of exploratory factor analysis, it was found that the scale had a three-factor structure (affirming attitude,rejecting attitude and agnostic attitude) and explained 49,42% of the total variance. Cronbach's Alpha value calculated for 15 substances under three-factors on the scale is 779. The difference among %27 sub and super-group items mean was evaluated and the t-test values of the mean scores of the items were found to be significant meaningful (p<0.001). As a result of the confirmatory factor analysis, cohesion indices were calculated as RMSEA=0.053, CFI=0.93, SRMR=0.052, GFI=,0.94 AGFI=0.91. The results of the analyses showed that the Attitudes Towards Bullying Scale for Children is a valid and reliable scale.

References

  • Boulton, M. J., Trueman, M., & Flemington, I. (2002). Associations between secondary school pupils' definitions of bullying, attitudes towards bullying, and tendencies to engage in bullying: Age and sex differences. Educational studies, 28(4), 353-370.  https://doi.org/10.1080/0305569022000042390
  • Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: a meta-analytic investigation. School psychology quarterly, 25(2), 65. https://doi.org/10.1037/a0020149
  • Craven, J. S. (2014). Measuring students’ attitudes toward bullying, [Master’s thesis]. Humboldt State Universty.
  • Dake, J. A., Price, J. H., & Telljohann, S. K. (2003). The nature and extent of bullying at school. Journal of school health, 73(5), 173-180. https://doi.org/10.1111/j.1746-1561.2003.tb03599.x
  • Dill, E. J., Vernberg, E. M., Fonagy, P., Twemlow, S. W., & Gamm, B. K. (2004). Negative affect in victimized children: The roles of social withdrawal, peer rejection, and attitudes toward bullying. Journal Of Abnormal Child Psychology, 32(2), 159-173. https://doi.org/10.1023/B:JACP.0000019768.31348.81
  • Dölek N. (2002). İlk ve Ortaöğretim Okullarındaki Öğrenciler Arasında Zorbaca Davranışların İncelenmesi ve Zorbalığı Önleme Tutumu Geliştirmek İçin Hazırlanan Bir Programın Etkisinin Araştırılması [Yayımlanmamış Doktora Tezi, Marmara Üniversitesi].
  • Eslea, M., & Smith, P. K. (2000). Pupil and parent attitudes towards bullying in primary schools. European Journal of Psychology of Education, 15(2), 207-219. https://doi.org/10.1007/BF03173175
  • Espelage, D. L., Hong, J. S., Kim, D. H., & Nan, L. (2018). Empathy, attitude towards bullying, theory-of-mind, and non-physical forms of bully perpetration and victimization among US middle school students. In Child & Youth Care Forum, 47(1), 45-60. https://doi.org/10.1007/s10566-017-9416-z
  • Espelage, D. L., Hong, J. S., Rao, M. A., & Low, S. (2013). Associations between peer victimization and academic performance. Theory into practice, 52(4), 233-240. https://doi.org/10.1080/00405841.2013.829724
  • Hawker, D. S., & Boulton, M. J. (2000). Twenty years' research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross-sectional studies. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(4), 441-455. https://doi.org/10.1111/1469-7610.00629
  • Hinduja, S., & Patchin, J. W. (2010). Bullying, cyberbullying, and suicide. Archives of suicide research, 14(3), 206-221. https://doi.org/10.1080/13811118.2010.494133
  • Kapçı, E. G. (2004). İlköğretim öğrencilerinin zorbalığa maruz kalma türünün ve sıklığının depresyon, kaygı ve benlik saygısıyla ilişkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 37(1), 1-13. https://doi.org/10.1501/Egifak_0000000087
  • Keleş, S., & Raşit, A. (2020).Ortaokul Öğrencileri İçin Zorbalığa Yönelik Tutum Ölçeği Geliştirilmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (54), 415-434. https://doi.org/10.21764/ maeuefd.648755
  • Kevorkian, M. M., Rodriguez, A., Earnhardt, M. P., Kennedy, T. D., D’Antona, R., Russom, A. G., & Borror, J. (2016). Bullying in elementary schools. Journal of Child & Adolescent Trauma, 9(4), 267-276. https://doi.org/10.1007/s40653-016-0085-0
  • Lawshe, C. H. (1975). A. Quantitative approach to content validty. Personnel psychology, 28(4),563-575.
  • McConville, D. W., & Cornell, D. G. (2003). Aggressive attitudes predict aggressive behavior in middle school students. Journal of Emotional and Behavioral disorders, 11(3), 179-187. https://doi.org/10.1177/10634266030110030501
  • Menesini, E., & Salmivalli, C. (2017). Bullying in schools: the state of knowledge and effective interventions. Psychology, Health & Medicine, 22(1), 240-253. https://doi.org/10.1080/13548506.2017.1279740
  • Menesini, E., Eslea, M., Smith, P. K., Genta, M. L., Giannetti, E., Fonzi, A., & Costabile, A. (1997). Cross‐national comparison of children's attitudes towards bully/victim problems in school. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 23(4),245-257. https://doi.org/10.1002/(SICI)10982337(1997)23:4<245::AID-AB3>3.0.CO;2-J
  • Nesdale, D., & Scarlett, M. (2004). Effects of group and situational factors on pre-adolescent children’s attitudes to school bullying. International Journal of Behavioral Development, 28(5), 428-434. https://doi.org/10.1080/01650250444000144
  • Olweus, D. (1973). Hackkycklingar och oversittare. Forskning om skolmobbning [Victims and bullies: Research on school bullying]. Stockholm: Almqvist & Wicksell.
  • Olweus, D. (1978). Aggression in the schools: Bullies and whipping boys. Hemisphere.
  • Olweus, D. (1993). Bullying At School. What We Know And What We Can Do. Blackwell.
  • Olweus, D., & Limber, S. P. (2010). Bullying in school: evaluation and dissemination of the Olweus Bullying Prevention Program. American journal of Orthopsychiatry, 80(1), 124. https://doi.org/10.1111/j.1939-0025.2010.01015.x
  • Olweus, D., Limber, S. P., & Breivik, K. (2019). Addressing specific forms of bullying: A large-scale evaluation of the Olweus bullying prevention program. International Journal of Bullying Prevention, 1(1), 70-84. https://doi.org/10.1007/s42380-019-00009-7
  • Ortega, R., & Mora-Merchán , J.A. (1999). Spain. In P.K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano, & P. Slee (Eds.), The nature of school bullying: A cross-national perspective. Routledge.
  • Rigby K (2002). New perspectives on bullying. Jessica Kingsley Publishers.
  • Rigby, K. (2003). Consequences of bullying in schools. The Canadian journal of psychiatry, 48(9), 583-590. https://doi.org/10.1177/070674370304800904
  • Şahin, H. (2004). Saldırganlık ölçeği geçerlik ve güvenirlik çalışması. Süleyman Demirel Üniversitesi Burdur Eğitim Fakültesi Dergisi, 5(7), 180-190.
  • Salmivalli, C., & Voeten, M. (2004). Connections between attitudes, group norms, and behaviour in bullying situations. International Journal of Behavioral Development, 28(3), 246-258.
  • Satan, A., & Kulaksızoğlu, A. (2008). Zorbalık Davranış Eğilimi ölçeğinin Geçerlilik ve Güvenilirlik Çalışması. Eğitim Bilimler Dergisi, 28(1), 115-126.
  • Smith, P. K. (2000). Bullying and harassment in schools and the rights of children. Children & Society, 14(4), 294-303.  https://doi.org/10.1111/j.1099-0860.2000.tb00184.x
  • Smith, P. K. (2018). Commentary: Types of bullying, types of intervention: reflections on Arseneault (2018). Journal of child psychology and psychiatry, 59(4), 422-423. https://doi.org/10.1111/jcpp.12897
  • Unesco, I. (2019). Behind the numbers: ending school violence and bullying.
  • Van Goethem, A. A., Scholte, R. H., & Wiers, R. W. (2010). Explicit-and implicit bullying attitudes in relation to bullying behavior. Journal of Abnormal Child Psychology, 38(6), 829-842. https://doi.org/10.1007/s10802-010-9405-2
  • Yeşilyurt, S., & Çapraz, C. (2018). Ölçek geliştirme çalışmalarında kullanılan kapsam geçerliği için bir yol haritası. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 251-264. https://doi.org/10.17556/erziefd.297741

Çocuklar İçin Zorbalığa Yönelik Tutum Ölçeği’nin Geçerlilik ve Güvenirlik Çalışması

Year 2021, , 593 - 609, 24.10.2021
https://doi.org/10.47793/hp.975578

Abstract

Bu araştırmanın amacı 4, 5 ve 6. sınıf öğrencilerinin zorbalığa yönelik tutumlarını belirlemek için geçerli ve güvenilir bir ölçme aracı geliştirmektir. Ölçek geliştirme çalışması üç çalışma grubu üzerinden gerçekleştirilmiştir. Birinci çalışma grubunu 120, ikinci çalışma grubunu 401 ve üçüncü çalışma grubunu 329 katılımcı oluşturmuştur. Literatür incelemesi, odak grup görüşmesi ve örnek olay incelemesi sonucunda deneme formu oluşturulmuştur. Deneme formu, alanında uzman on bir kişiye sunulmuştur. Ölçeğin kapsam geçerliliği uzman görüşleri alınarak sağlanmıştır. Verilerin analizinde SPSS 20 ve LISREL 8.51 programlarından yararlanılmıştır. Verilerin faktör analizine uygunluğunu değerlendirmek için açımlayıcı analizinden önce Kaiser-Meyer-Olkin (KMO) ve Bartlett testi yapılmıştır. Test sonuçlarına göre KMO 0,82 ve Bartlett Sphericity Test ki-kare değerinin (X²=1216) anlamlı olduğu görülmüştür(p< 0,001). Açımlayıcı faktör analizi sonucunda, ölçeğin üç faktörlü bir yapıya sahip olduğu (onaylayıcı tutum, reddedici tutum ve çekimser tutum) ve toplam varyansın %49,42’sini açıkladığı saptanmıştır. Ölçekte üç faktör altında yer alan 15 madde için hesaplanan Cronbach's Alpha değeri ise ,779 çıkmıştır. Test tekrar test korelasyonu .75 bulunmuştur. Maddelere göre %27’lik alt-üst grup arasındaki farklar incelenmiş ve maddelerin puan ortalamalarının t-testi değerleri anlamlı bulunmuştur (p<0,001).Doğrulayıcı faktör analizi sonunda ise uyum indeksleri RMSEA=0.053, CFI=0.93, SRMR=0.052, GFI=,0.94 AGFI=0.91 olarak hesaplanmıştır. Yapılan analizler sonucu elde edilen sonuçlar Çocuklar için Zorbalığa Yönelik Tutum Ölçeği’nin geçerli ve güvenilir bir ölçek olduğunu göstermektedir.

References

  • Boulton, M. J., Trueman, M., & Flemington, I. (2002). Associations between secondary school pupils' definitions of bullying, attitudes towards bullying, and tendencies to engage in bullying: Age and sex differences. Educational studies, 28(4), 353-370.  https://doi.org/10.1080/0305569022000042390
  • Cook, C. R., Williams, K. R., Guerra, N. G., Kim, T. E., & Sadek, S. (2010). Predictors of bullying and victimization in childhood and adolescence: a meta-analytic investigation. School psychology quarterly, 25(2), 65. https://doi.org/10.1037/a0020149
  • Craven, J. S. (2014). Measuring students’ attitudes toward bullying, [Master’s thesis]. Humboldt State Universty.
  • Dake, J. A., Price, J. H., & Telljohann, S. K. (2003). The nature and extent of bullying at school. Journal of school health, 73(5), 173-180. https://doi.org/10.1111/j.1746-1561.2003.tb03599.x
  • Dill, E. J., Vernberg, E. M., Fonagy, P., Twemlow, S. W., & Gamm, B. K. (2004). Negative affect in victimized children: The roles of social withdrawal, peer rejection, and attitudes toward bullying. Journal Of Abnormal Child Psychology, 32(2), 159-173. https://doi.org/10.1023/B:JACP.0000019768.31348.81
  • Dölek N. (2002). İlk ve Ortaöğretim Okullarındaki Öğrenciler Arasında Zorbaca Davranışların İncelenmesi ve Zorbalığı Önleme Tutumu Geliştirmek İçin Hazırlanan Bir Programın Etkisinin Araştırılması [Yayımlanmamış Doktora Tezi, Marmara Üniversitesi].
  • Eslea, M., & Smith, P. K. (2000). Pupil and parent attitudes towards bullying in primary schools. European Journal of Psychology of Education, 15(2), 207-219. https://doi.org/10.1007/BF03173175
  • Espelage, D. L., Hong, J. S., Kim, D. H., & Nan, L. (2018). Empathy, attitude towards bullying, theory-of-mind, and non-physical forms of bully perpetration and victimization among US middle school students. In Child & Youth Care Forum, 47(1), 45-60. https://doi.org/10.1007/s10566-017-9416-z
  • Espelage, D. L., Hong, J. S., Rao, M. A., & Low, S. (2013). Associations between peer victimization and academic performance. Theory into practice, 52(4), 233-240. https://doi.org/10.1080/00405841.2013.829724
  • Hawker, D. S., & Boulton, M. J. (2000). Twenty years' research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross-sectional studies. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(4), 441-455. https://doi.org/10.1111/1469-7610.00629
  • Hinduja, S., & Patchin, J. W. (2010). Bullying, cyberbullying, and suicide. Archives of suicide research, 14(3), 206-221. https://doi.org/10.1080/13811118.2010.494133
  • Kapçı, E. G. (2004). İlköğretim öğrencilerinin zorbalığa maruz kalma türünün ve sıklığının depresyon, kaygı ve benlik saygısıyla ilişkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 37(1), 1-13. https://doi.org/10.1501/Egifak_0000000087
  • Keleş, S., & Raşit, A. (2020).Ortaokul Öğrencileri İçin Zorbalığa Yönelik Tutum Ölçeği Geliştirilmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (54), 415-434. https://doi.org/10.21764/ maeuefd.648755
  • Kevorkian, M. M., Rodriguez, A., Earnhardt, M. P., Kennedy, T. D., D’Antona, R., Russom, A. G., & Borror, J. (2016). Bullying in elementary schools. Journal of Child & Adolescent Trauma, 9(4), 267-276. https://doi.org/10.1007/s40653-016-0085-0
  • Lawshe, C. H. (1975). A. Quantitative approach to content validty. Personnel psychology, 28(4),563-575.
  • McConville, D. W., & Cornell, D. G. (2003). Aggressive attitudes predict aggressive behavior in middle school students. Journal of Emotional and Behavioral disorders, 11(3), 179-187. https://doi.org/10.1177/10634266030110030501
  • Menesini, E., & Salmivalli, C. (2017). Bullying in schools: the state of knowledge and effective interventions. Psychology, Health & Medicine, 22(1), 240-253. https://doi.org/10.1080/13548506.2017.1279740
  • Menesini, E., Eslea, M., Smith, P. K., Genta, M. L., Giannetti, E., Fonzi, A., & Costabile, A. (1997). Cross‐national comparison of children's attitudes towards bully/victim problems in school. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 23(4),245-257. https://doi.org/10.1002/(SICI)10982337(1997)23:4<245::AID-AB3>3.0.CO;2-J
  • Nesdale, D., & Scarlett, M. (2004). Effects of group and situational factors on pre-adolescent children’s attitudes to school bullying. International Journal of Behavioral Development, 28(5), 428-434. https://doi.org/10.1080/01650250444000144
  • Olweus, D. (1973). Hackkycklingar och oversittare. Forskning om skolmobbning [Victims and bullies: Research on school bullying]. Stockholm: Almqvist & Wicksell.
  • Olweus, D. (1978). Aggression in the schools: Bullies and whipping boys. Hemisphere.
  • Olweus, D. (1993). Bullying At School. What We Know And What We Can Do. Blackwell.
  • Olweus, D., & Limber, S. P. (2010). Bullying in school: evaluation and dissemination of the Olweus Bullying Prevention Program. American journal of Orthopsychiatry, 80(1), 124. https://doi.org/10.1111/j.1939-0025.2010.01015.x
  • Olweus, D., Limber, S. P., & Breivik, K. (2019). Addressing specific forms of bullying: A large-scale evaluation of the Olweus bullying prevention program. International Journal of Bullying Prevention, 1(1), 70-84. https://doi.org/10.1007/s42380-019-00009-7
  • Ortega, R., & Mora-Merchán , J.A. (1999). Spain. In P.K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano, & P. Slee (Eds.), The nature of school bullying: A cross-national perspective. Routledge.
  • Rigby K (2002). New perspectives on bullying. Jessica Kingsley Publishers.
  • Rigby, K. (2003). Consequences of bullying in schools. The Canadian journal of psychiatry, 48(9), 583-590. https://doi.org/10.1177/070674370304800904
  • Şahin, H. (2004). Saldırganlık ölçeği geçerlik ve güvenirlik çalışması. Süleyman Demirel Üniversitesi Burdur Eğitim Fakültesi Dergisi, 5(7), 180-190.
  • Salmivalli, C., & Voeten, M. (2004). Connections between attitudes, group norms, and behaviour in bullying situations. International Journal of Behavioral Development, 28(3), 246-258.
  • Satan, A., & Kulaksızoğlu, A. (2008). Zorbalık Davranış Eğilimi ölçeğinin Geçerlilik ve Güvenilirlik Çalışması. Eğitim Bilimler Dergisi, 28(1), 115-126.
  • Smith, P. K. (2000). Bullying and harassment in schools and the rights of children. Children & Society, 14(4), 294-303.  https://doi.org/10.1111/j.1099-0860.2000.tb00184.x
  • Smith, P. K. (2018). Commentary: Types of bullying, types of intervention: reflections on Arseneault (2018). Journal of child psychology and psychiatry, 59(4), 422-423. https://doi.org/10.1111/jcpp.12897
  • Unesco, I. (2019). Behind the numbers: ending school violence and bullying.
  • Van Goethem, A. A., Scholte, R. H., & Wiers, R. W. (2010). Explicit-and implicit bullying attitudes in relation to bullying behavior. Journal of Abnormal Child Psychology, 38(6), 829-842. https://doi.org/10.1007/s10802-010-9405-2
  • Yeşilyurt, S., & Çapraz, C. (2018). Ölçek geliştirme çalışmalarında kullanılan kapsam geçerliği için bir yol haritası. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 251-264. https://doi.org/10.17556/erziefd.297741
There are 35 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education, Psychology
Journal Section Research Articles
Authors

Abdulkadir M.m. Fakirullahoğlu 0000-0001-6941-199X

Armağan Köseoğlu 0000-0001-7794-9650

Publication Date October 24, 2021
Submission Date July 28, 2021
Published in Issue Year 2021

Cite

APA Fakirullahoğlu, A. M., & Köseoğlu, A. (2021). Çocuklar İçin Zorbalığa Yönelik Tutum Ölçeği’nin Geçerlilik ve Güvenirlik Çalışması. Humanistic Perspective, 3(3), 593-609. https://doi.org/10.47793/hp.975578


Humanistic Perspective - 2019


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