Psychometric Properties of a Scale Measuring Cyber-Victimization in University Students
DOI:
https://doi.org/10.24320/redie.2018.20.4.1841Keywords:
Cybervictimization, validity, reliability, higher education.Supporting Agencies:
Programa de Fortalecimiento a la Investigación (PROFAPI)Abstract
This study analyzes the psychometric properties of a scale used to measure cyber-victimization in students of higher education. The research involved 686 students, of which 380 were male (M=19.92; SD=1.83 years) and 306 female (M=18.5; SD=1.72 years), from six higher education institutions in a state in northwestern Mexico. It was found that the bimensional model that measures denigration and identity theft showed better fit indices. The questionnaire showed factorial invariance for both sexes (configural and partial metric), evidence of concurrent validity – as its scores bear a relation to traditional victimization – and adequate reliability. The study concludes that the scale has psychometric properties that enable its use in measuring cyber-victimization in students of higher education.Downloads
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References
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Baldry, D., Farrington, D. y Sorrentino, A. (2016). Cyberbullying in youth: a pattern of disruptive behavior. Psicología Educativa, 22(1), 19-26. doi:10.1016/j.pse.2016.02.001
Beran, T. y Li, Q. (2007). The relationships between cyberbullying and school bullying. Journal of Student Wellbeing, 1(2), 15-33.
Berne, S., Frisén, A., Schultze-Krumbholz, A., Scheithauer, H., Naruskov, K., Luik, P., Katzer, C. (2013). Cyberbullying assessment instruments: A systematic review. Aggression and Violent Behavior, 18(2), 320-334. doi:10.1016/j.avb.2012.11.022
Brown, T. (2015). Confirmatory factor analysis for applied research. Nueva York: The Guilford Press.
Buelga, S., Cava, M. y Musitu, G. (2012). Validación de la escala de victimización entre adolescentes a través del teléfono móvil y de Internet. Revista Panamericana de Salud Pública, 32(1), 36-42.
Cabero, J. y Marín, V. (2014). Educational possibilities of social network and group work. University students’ perceptions. Comunicar, 21(42), 165-172. doi:10.3916/C42-2014-16
De Vellis, R. (2012). Scale development. Theory and applications. Nueva York: Sage.
Escobar-Pérez, J. y Cuervo-Martínez, A. (2008). Validez de contenido y juicio de expertos: Una aproximación a su utilización. Avances en Medición, 6, 27-36.
Festl, R. y Quandt, T. (2016). The role of online communication in long-term cyberbullying involvement among girls and boys. Journal of Youth and Adolescence, 45(9), 1931-1945. doi:10.1007/s10964-016-0552-9
Furr, M. y Bacharach, V. (2014). Psychometrics. An introduction (2a. ed.). Nueva York: Sage.
Gámez-Guadix, M., Borrajo, E. y Almendros, C. (2016). Risky online behaviors adolescents: Longitudinal relations among problematic Internet use, cyberbullying perpetration, and meeting strangers online. Journal of Behavioral Addictions, 5(1), 100-107. doi:10.1556/2006.5.2016.013
Kline, R. (2016). Principles and practice of structural equation modeling (4a. ed.). Nueva York: The Guilford Press.
López, M. (2016). Propiedades psicométricas de un instrumento de acoso cibernético en estudiantes universitarios mexicanos. Actualidades Investigativas en Educación, 16(1), 1-19. doi:10.15517/aie.v16i1.21716
Navarro-González, D., Lorenzo-Seva, U. y Vigil-Colet, A. (2016). How response bias affects the factorial structure of personality self-reports. Psicothema, 29(4), 465-470. doi:10.7334/psicothema2016.113
Ortega-Ruíz, R., Del Rey, R. y Casas, J. (2016). Evaluar el bullying y el cyberbullying validación española del EBPI-Q y del ECIP-Q. Psicología Educativa, 22(1), 71-79. doi:10.1016/j.pse.2016.01.004
Palladino, B., Nocentini, A. y Menesini, E. (2015). Psychometric properties of the Florence Cybervictimization Scales. Cyberpsychology Behaviors, and Social Networking, 18(2), 112-119. doi:10.1089/cyber.2014.0366
Prieto, M., Carrillo, J. y Lucio, L. (2015). Violencia virtual y acoso escolar entre estudiantes universitarios: el lado oscuro de las redes sociales. Innovación Educativa, 15(68), 33-47. Recuperado en http://www.innovacion.ipn.mx/Revistas/Paginas/Innovacion-Educativa-68.aspx
Puc, E. y Rodríguez, A. (2015). Cyberbullying: Una exploración descriptiva en estudiantes universitarios. Lenguas en contexto (edición especial), 38-46. Recuperado de http://www.facultaddelenguas.com/lencontexto/?seccion=revista&idrevista=20
Şahin, M., Aydin, B. y Sari, S. (2012). Cyber bullying, cyber victimization and psychological symptoms: a study in adolescents. Faculty of Education Journal, 41(1), 53-59.
Selkie, E., Kota, R., Chan, Y. y Moreno, M. (2015). Cyberbullying, depression, and problem alcohol use in female college students: a multisite study. Cyberpsychology, Behavior, and Social Networking, 18(2), 79-86. doi:10.1089/cyber.2014.0371
Slonje, R. y Smith, P. (2008). Cyberbullying: Another main type of bullying? Scandinavian Journal of Psychology, 49(2), 147-154. doi:10.1111/j.1467-9450.2007.00611.x
Slovak, K., Crabbs, H. y Stryffeler, B. (2015). Perceptions and experiences of cyberbullying at a faith-based university. Social Work & Christianity, 42(2), 149-164.
Sumter, S., Valkenburg, P., Baumgartner, S., Peter, J. y Van der Hof, S. (2015). Development and validation of the Multidimensional Offline and Online Peer Victimization Scale. Computers in Human Behavior, 46, 114-122. doi:10.1016/j.chb.2014.12.042
Valdés, A., Carlos, E., Tanori, J. y Wendlandt, T. (2014). Differences in types and technological means by which mexican high schools students perform cyberbullying: it’s relationship with traditional bullying. Journal of Educational and Developmental Psychology, 4(1), 105-113. doi:10.5539/jedp.v4n1p105
Willard, N. (2007). Cyberbullying and cyberthreats. Responding to the challenge of online social aggression, threats, and distress. Champaign, IL: Research Press.
Zumbo, B., Gaderman, A. y Zeissen, C. (2007). Ordinal version of coefficients Alpha and Theta for Likert rating scales. Journal of Modern Applied Statistical Methods, 6(1), 21-29. doi:10.22237/jmasm/1177992180
Baldry, D., Farrington, D. y Sorrentino, A. (2016). Cyberbullying in youth: a pattern of disruptive behavior. Psicología Educativa, 22(1), 19-26. doi:10.1016/j.pse.2016.02.001
Beran, T. y Li, Q. (2007). The relationships between cyberbullying and school bullying. Journal of Student Wellbeing, 1(2), 15-33.
Berne, S., Frisén, A., Schultze-Krumbholz, A., Scheithauer, H., Naruskov, K., Luik, P., Katzer, C. (2013). Cyberbullying assessment instruments: A systematic review. Aggression and Violent Behavior, 18(2), 320-334. doi:10.1016/j.avb.2012.11.022
Brown, T. (2015). Confirmatory factor analysis for applied research. Nueva York: The Guilford Press.
Buelga, S., Cava, M. y Musitu, G. (2012). Validación de la escala de victimización entre adolescentes a través del teléfono móvil y de Internet. Revista Panamericana de Salud Pública, 32(1), 36-42.
Cabero, J. y Marín, V. (2014). Educational possibilities of social network and group work. University students’ perceptions. Comunicar, 21(42), 165-172. doi:10.3916/C42-2014-16
De Vellis, R. (2012). Scale development. Theory and applications. Nueva York: Sage.
Escobar-Pérez, J. y Cuervo-Martínez, A. (2008). Validez de contenido y juicio de expertos: Una aproximación a su utilización. Avances en Medición, 6, 27-36.
Festl, R. y Quandt, T. (2016). The role of online communication in long-term cyberbullying involvement among girls and boys. Journal of Youth and Adolescence, 45(9), 1931-1945. doi:10.1007/s10964-016-0552-9
Furr, M. y Bacharach, V. (2014). Psychometrics. An introduction (2a. ed.). Nueva York: Sage.
Gámez-Guadix, M., Borrajo, E. y Almendros, C. (2016). Risky online behaviors adolescents: Longitudinal relations among problematic Internet use, cyberbullying perpetration, and meeting strangers online. Journal of Behavioral Addictions, 5(1), 100-107. doi:10.1556/2006.5.2016.013
Kline, R. (2016). Principles and practice of structural equation modeling (4a. ed.). Nueva York: The Guilford Press.
López, M. (2016). Propiedades psicométricas de un instrumento de acoso cibernético en estudiantes universitarios mexicanos. Actualidades Investigativas en Educación, 16(1), 1-19. doi:10.15517/aie.v16i1.21716
Navarro-González, D., Lorenzo-Seva, U. y Vigil-Colet, A. (2016). How response bias affects the factorial structure of personality self-reports. Psicothema, 29(4), 465-470. doi:10.7334/psicothema2016.113
Ortega-Ruíz, R., Del Rey, R. y Casas, J. (2016). Evaluar el bullying y el cyberbullying validación española del EBPI-Q y del ECIP-Q. Psicología Educativa, 22(1), 71-79. doi:10.1016/j.pse.2016.01.004
Palladino, B., Nocentini, A. y Menesini, E. (2015). Psychometric properties of the Florence Cybervictimization Scales. Cyberpsychology Behaviors, and Social Networking, 18(2), 112-119. doi:10.1089/cyber.2014.0366
Prieto, M., Carrillo, J. y Lucio, L. (2015). Violencia virtual y acoso escolar entre estudiantes universitarios: el lado oscuro de las redes sociales. Innovación Educativa, 15(68), 33-47. Recuperado en http://www.innovacion.ipn.mx/Revistas/Paginas/Innovacion-Educativa-68.aspx
Puc, E. y Rodríguez, A. (2015). Cyberbullying: Una exploración descriptiva en estudiantes universitarios. Lenguas en contexto (edición especial), 38-46. Recuperado de http://www.facultaddelenguas.com/lencontexto/?seccion=revista&idrevista=20
Şahin, M., Aydin, B. y Sari, S. (2012). Cyber bullying, cyber victimization and psychological symptoms: a study in adolescents. Faculty of Education Journal, 41(1), 53-59.
Selkie, E., Kota, R., Chan, Y. y Moreno, M. (2015). Cyberbullying, depression, and problem alcohol use in female college students: a multisite study. Cyberpsychology, Behavior, and Social Networking, 18(2), 79-86. doi:10.1089/cyber.2014.0371
Slonje, R. y Smith, P. (2008). Cyberbullying: Another main type of bullying? Scandinavian Journal of Psychology, 49(2), 147-154. doi:10.1111/j.1467-9450.2007.00611.x
Slovak, K., Crabbs, H. y Stryffeler, B. (2015). Perceptions and experiences of cyberbullying at a faith-based university. Social Work & Christianity, 42(2), 149-164.
Sumter, S., Valkenburg, P., Baumgartner, S., Peter, J. y Van der Hof, S. (2015). Development and validation of the Multidimensional Offline and Online Peer Victimization Scale. Computers in Human Behavior, 46, 114-122. doi:10.1016/j.chb.2014.12.042
Valdés, A., Carlos, E., Tanori, J. y Wendlandt, T. (2014). Differences in types and technological means by which mexican high schools students perform cyberbullying: it’s relationship with traditional bullying. Journal of Educational and Developmental Psychology, 4(1), 105-113. doi:10.5539/jedp.v4n1p105
Willard, N. (2007). Cyberbullying and cyberthreats. Responding to the challenge of online social aggression, threats, and distress. Champaign, IL: Research Press.
Zumbo, B., Gaderman, A. y Zeissen, C. (2007). Ordinal version of coefficients Alpha and Theta for Likert rating scales. Journal of Modern Applied Statistical Methods, 6(1), 21-29. doi:10.22237/jmasm/1177992180
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Article abstract page views: 2309
Published
2018-12-12
