The Impact of Validity Screening on Associations between Self-Reports of Bullying Victimization and Student Outcomes

Autor/inn/en	Jia, Yuane; Konold, Timothy R.; Cornell, Dewey; Huang, Francis
Titel	The Impact of Validity Screening on Associations between Self-Reports of Bullying Victimization and Student Outcomes
Quelle	In: Educational and Psychological Measurement, 78 (2018) 1, S.80-102 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164416671767
Schlagwörter	Surveys; Self Disclosure (Individuals); Adolescents; High School Students; School Culture; Educational Environment; Bullying; Victims; Student Behavior; Incidence; Student Adjustment; Evaluation Methods; Validity; Academic Achievement; Student Surveys; Responses; Learner Engagement; Rating Scales; Depression (Psychology); Health Behavior; Screening Tests; At Risk Students; Statistical Analysis; Virginia; Youth Risk Behavior Survey + Suchen Sie Ihr Suchwort? Survey; Umfrage; Befragung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulkultur; Schulleben; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Mobbing; Victim; Opfer; Student behaviour; Schülerverhalten; Vorkommen; Adjustment; Adaptation; Gültigkeit; Schulleistung; Schülerbefragung; Rating-Skala; Health behaviour; Gesundheitsverhalten; Screening-Verfahren; Statistische Analyse
Abstract	Self-report surveys are widely used to measure adolescent risk behavior and academic adjustment, with results having an impact on national policy, assessment of school quality, and evaluation of school interventions. However, data obtained from self-reports can be distorted when adolescents intentionally provide inaccurate or careless responses. The current study illustrates the problem of invalid respondents in a sample (N = 52,012) from 323 high schools that responded to a statewide assessment of school climate. Two approaches for identifying invalid respondents were applied, and contrasts between the valid and invalid responses revealed differences in means, prevalence rates of student adjustment, and associations among reports of bullying victimization and student adjustment outcomes. The results lend additional support for the need to screen for invalid responders in adolescent samples. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01