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Exploratory and confirmatory factor ...

Hunt, Mary Helen.

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Exploratory and confirmatory factor analysis of the Student Survey of Bullying Behavior.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Exploratory and confirmatory factor analysis of the Student Survey of Bullying Behavior./
作者:	Hunt, Mary Helen.
面頁冊數:	100 p.
附註:	Chair: Joel Meyers.
Contained By:	Dissertation Abstracts International63-06B.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3056378
ISBN:	0493715479

Exploratory and confirmatory factor analysis of the Student Survey of Bullying Behavior.
Hunt, Mary Helen.

Exploratory and confirmatory factor analysis of the Student Survey of Bullying Behavior. - 100 p.

Chair: Joel Meyers.

Thesis (Ph.D.)--Georgia State University, 2002.

The present study consists of an exploratory and confirmatory factor analysis of a survey about bullying behavior, which led to development of the Student Survey of Bullying Behavior (SSBB). Participants in the exploratory study included 646 students in grades three through five from urban and suburban school districts in north Georgia. A revised survey was constructed based on the four-factor structure indicated by the principal components analysis and items were added with the expectation that the survey would expand to a five-factor structure. The SSBB was administered to a sample of 1101 students in grades three through five from a suburban school district in north Georgia. A principal components analysis indicated the expected five-factor structure to be the best fit of the data. The factors included: Victim Behaviors, Bully Behaviors, Safety, Positive Coping and Negative Coping. Reliability coefficients for the scales ranged from .78 to .89. A confirmatory factor analysis of the five-factor structure revealed goodness-of-fit indices from .81 to .85. Almost 33% of students were identified as victims, 2.4% as bullies, 13.7% as bully/victims, 10.7% as marginally involved and 40.4% of students were not involved. Verbal aggression was most prevalent, followed by relational aggression and then physical aggression. Comparisons between groups (gender, grade) on SSBB factor scores, type of victimization and type of bullying indicated that boys scored significantly higher than girls on the Bully Behaviors, Safety and Negative Coping factors. Girls scored significantly higher than boys on the Positive Coping factor. Younger students reported greater victimization, lower perceptions of safety and higher level of negative coping than older students. Girls reported a higher level of relational victimization and boys reported higher levels of verbal bullying and physical bullying than girls. This study has contributed to current literature in two ways. First, by providing psychometric information about an instrument that can potentially enhance assessment of bullying as part of comprehensive prevention and intervention programs. Second, this study has provided information about bullying and related constructs in a sample of elementary school students.

ISBN: 0493715479Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Exploratory and confirmatory factor analysis of the Student Survey of Bullying Behavior.
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500 $a Chair: Joel Meyers.
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502 $a Thesis (Ph.D.)--Georgia State University, 2002.
520 $a The present study consists of an exploratory and confirmatory factor analysis of a survey about bullying behavior, which led to development of the Student Survey of Bullying Behavior (SSBB). Participants in the exploratory study included 646 students in grades three through five from urban and suburban school districts in north Georgia. A revised survey was constructed based on the four-factor structure indicated by the principal components analysis and items were added with the expectation that the survey would expand to a five-factor structure. The SSBB was administered to a sample of 1101 students in grades three through five from a suburban school district in north Georgia. A principal components analysis indicated the expected five-factor structure to be the best fit of the data. The factors included: Victim Behaviors, Bully Behaviors, Safety, Positive Coping and Negative Coping. Reliability coefficients for the scales ranged from .78 to .89. A confirmatory factor analysis of the five-factor structure revealed goodness-of-fit indices from .81 to .85. Almost 33% of students were identified as victims, 2.4% as bullies, 13.7% as bully/victims, 10.7% as marginally involved and 40.4% of students were not involved. Verbal aggression was most prevalent, followed by relational aggression and then physical aggression. Comparisons between groups (gender, grade) on SSBB factor scores, type of victimization and type of bullying indicated that boys scored significantly higher than girls on the Bully Behaviors, Safety and Negative Coping factors. Girls scored significantly higher than boys on the Positive Coping factor. Younger students reported greater victimization, lower perceptions of safety and higher level of negative coping than older students. Girls reported a higher level of relational victimization and boys reported higher levels of verbal bullying and physical bullying than girls. This study has contributed to current literature in two ways. First, by providing psychometric information about an instrument that can potentially enhance assessment of bullying as part of comprehensive prevention and intervention programs. Second, this study has provided information about bullying and related constructs in a sample of elementary school students.
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