Psychometric properties of the cyberbullying triangulation questionnaire: A prevalence analysis through seven roles.


Journal

Scandinavian journal of psychology
ISSN: 1467-9450
Titre abrégé: Scand J Psychol
Pays: England
ID NLM: 0404510

Informations de publication

Date de publication:
Apr 2019
Historique:
received: 23 07 2018
accepted: 09 12 2018
pubmed: 29 1 2019
medline: 16 4 2019
entrez: 29 1 2019
Statut: ppublish

Résumé

This study explores the psychometric properties of the Cyberbullying Triangulation Questionnaire (CTQ), which measures and triangulates the roles of cybervictimization, cyberaggression, and cyberbystanding. The study sample was composed of 5,036 Spanish students with a mean age of 14.19 years (SD = ±1.7; range = 10-23 years). Confirmatory factor analysis of the three correlated-factor model yielded a high goodness of fit. Reliability as measured by Omega coefficients was adequate (>0.94). The measurement model was invariant for the two age groups (10-14 years and 15-23 years). Cybervictimization and cyberaggression correlated with offline victimization and aggression (r = 0.49; p < 0.001; r = 0.57; p < 0.001, respectively). The results show that the most prevalent cyberbystanding subrole was that of the Defender of the Victim (54.6%), and that cyberaggression and cyberbystanding were more prevalent among male adolescents (p < 0.001). The lack of parental control over children's use of the mobile phone was associated with cyberaggression (p < 0.001).

Identifiants

pubmed: 30690725
doi: 10.1111/sjop.12518
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Pagination

160-168

Subventions

Organisme : Universidad International de la Rioja
Organisme : Basque Country
ID : IT982-16

Informations de copyright

© 2019 Scandinavian Psychological Associations and John Wiley & Sons Ltd.

Auteurs

Joaquin Manuel González-Cabrera (JM)

Faculty of Education, International University of La Rioja (UNIR), Logroño, La Rioja, Spain.

Ana León-Mejía (A)

Faculty of Education, International University of La Rioja (UNIR), Logroño, La Rioja, Spain.

Juan Manuel Machimbarrena (JM)

Faculty of Education, International University of La Rioja (UNIR), Logroño, La Rioja, Spain.

Angel Balea (A)

Department of Education and Culture, Oviedo, Asturias, Spain.

Esther Calvete (E)

Faculty of Psychology and Education, University of Deusto, Bilbao, Spain.

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