skip navigation

LIBRARY

Abstract Database

Register for Latest Research

Stay Informed
Register with NCJRS to receive NCJRS's biweekly e-newsletter JUSTINFO and additional periodic emails from NCJRS and the NCJRS federal sponsors that highlight the latest research published or sponsored by the Office of Justice Programs.

NCJRS Abstract

To download this abstract, check the box next to the NCJ number then click the "Back To Search Results" link. Then, click the "Download" button on the Search Results page. Also see the Obtain Documents page for direction on how to access resources online, via mail, through interlibrary loans, or in a local library.

 

NCJ Number: 250860 Find in a Library
Title: Impact of Definition and Question Order on the Prevalence of Bullying Victimization Using Student Self-Reports
Journal: Psychological Assessment  Volume:27  Issue:4  Dated:December 2015  Pages:1484-1493
Author(s): F. L. Huang; D. G. Cornell
Date Published: December 2015
Page Count: 10
Sponsoring Agency: Office of Juvenile Justice and Delinquency Prevention
Washington, DC 20531
Grant Number: 2012-JF-FX-0062
Document: HTML
Type: Report (Grant Sponsored); Report (Study/Research); Research (Applied/Empirical)
Format: Article; Document (Online)
Language: English
Country: United States of America
Annotation: This study presents findings from two randomized experiments designed to determine (a) the impact of using or not using a definition of bullying and (b) asking about general versus specific types of bullying victimization and how the order of these questions affects victimization-prevalence rates.
Abstract: Accurate measurement is essential to determining the prevalence of bullying and evaluating the effectiveness of intervention efforts. The most common measurement approach is through anonymous self-report surveys, but previous studies have suggested that students do not adhere to standard definitions of bullying and may be influenced by the order of questions about types of victimization. The study involved a sample of 17,301 students attending 119 high schools. Findings indicate that the use of a definition of bullying had no impact on prevalence rates, but asking specific bullying-victimization questions (e.g., “I have been verbally bullied at school”) prior to general bullying-victimization questions (e.g., “I have been bullied at school”), resulted in a 29–76 percent increase in victimization prevalence rates. Results suggest that surveys that ask general-to-specific bullying-victimization questions, such as those found in national and international surveys, may be underreporting bullying victimization. (Publisher abstract modified)
Main Term(s): Juvenile victims
Index Term(s): Bullying; Cyber bullying; Data collection devices; Definitions; Instrument validation; Office of Juvenile Justice and Delinquency Prevention (OJJDP); OJJDP grant-related documents; Questionnaires; Self-report studies; Surveys
To cite this abstract, use the following link:
http://www.ncjrs.gov/App/publications/abstract.aspx?ID=273040

*A link to the full-text document is provided whenever possible. For documents not available online, a link to the publisher's website is provided. Tell us how you use the NCJRS Library and Abstracts Database - send us your feedback.