Construct Validity of the Multidimensional Structure of Bullying and Victimization: An Application of Exploratory Structural Equation Modeling

Autor/inn/en	Marsh, Herbert W.; Nagengast, Benjamin; Morin, Alexandre J. S.; Parada, Roberto H.; Craven, Rhonda G.; Hamilton, Linda R.
Titel	Construct Validity of the Multidimensional Structure of Bullying and Victimization: An Application of Exploratory Structural Equation Modeling
Quelle	In: Journal of Educational Psychology, 103 (2011) 3, S.701-732 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0024122
Schlagwörter	Locus of Control; Test Bias; Bullying; Structural Equation Models; Multitrait Multimethod Techniques; Construct Validity; Test Validity; Factor Analysis; Goodness of Fit; Victims; Peer Relationship; Student Characteristics; At Risk Students; Gender Differences; Age Differences; Psychological Patterns; Depression (Psychology); Self Esteem; Student Attitudes; Correlation; Aggression; Evaluation Methods; Foreign Countries; High School Students; Questionnaires; Australia + Suchen Sie Ihr Suchwort? Testkritik; Mobbing; Testvalidität; Faktorenanalyse; Victim; Opfer; Peer-Beziehungen; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Self-esteem; Selbstaufmerksamkeit; Schülerverhalten; Korrelation; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fragebogen; Australien
Abstract	Existing research posits multiple dimensions of bullying and victimization but has not identified well-differentiated facets of these constructs that meet standards of good measurement: goodness of fit, measurement invariance, lack of differential item functioning, and well-differentiated factors that are not so highly correlated as to detract from their discriminant validity and substantive usefulness in school settings. Here we demonstrate exploratory structural equation modeling, an integration of confirmatory factor analysis and exploratory factor analysis. On the basis of responses to the 6-factor Adolescent Peer Relations Instrument (verbal, social, physical facets of bullying and victimization), we tested invariance of factor loadings, factor variances-covariances, item uniquenesses, item intercepts (a lack of differential item functioning), and latent means across gender, year in school, and time. Using a combination of relations with student characteristics and a multitrait-multimethod analysis, we showed that the 6 bully/victim factors have discriminant validity over time and in relation to gender, year in school, and relevant psychosocial correlates (e.g., depression, 11 components of academic and nonacademic self-concept, locus of control, attitudes toward bullies and victims). However, bullies and victims are similar in many ways, and longitudinal panel models of the positive correlations between bully and victim factors suggest reciprocal effects such that each is a cause and an effect of the other. (Contains 14 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10