Propiedades psicométricas del Cuestionario Revisado de Bullying/Victimización  de Olweus para Niños en español

Santiago Resett; Lucas M. Rodriguez; Jose Eduardo Moreno

doi:10.22235/cp.v17i1.2872

Autores/as

Santiago Resett Universidad Argentina de la Empresa https://orcid.org/0000-0001-7337-0617
Lucas M. Rodriguez Pontificia Universidad Católica Argentina https://orcid.org/0000-0001-5525-1155
Jose Eduardo Moreno Pontificia Universidad Católica Argentina https://orcid.org/0000-0002-9613-0664

DOI:

https://doi.org/10.22235/cp.v17i1.2872

Palabras clave:

niños, acoso escolar, propiedades psicométricas, bullying, victimización

Resumen

El bullying es un importante factor de riesgo para la salud mental de niños y adolescentes, ya que las víctimas presentan mayores niveles de problemas emocionales; mientras que los acosadores muestran mayores problemas de conducta. A pesar de su relevancia, existen pocos instrumentos para su medición en niños de edad escolar. El presente estudio buscó evaluar las propiedades psicométricas del Cuestionario Revisado de Bullying/Victimización de Olweus en una muestra de habla hispana, con la particularidad de ser el primer análisis de habla hispana en niños. Se realizó un estudio instrumental, implementando AFE, AFC y correlaciones de Pearson. Una muestra intencional de 670 niños argentinos, varones (48 %) y mujeres (52 %), de 10 a 12 años (edad media = 10.80; DE = .72) contestaron el cuestionario, la Escala de Calidad de la Amistad y el Inventario de Depresión de Kovacs. Los resultados indicaron una estructura factorial de dos dimensiones: victimización y bullying, que coincidieron con las postuladas por el autor del cuestionario. Los valores de los coeficientes alfas de Cronbach y de omega de McDonald fueron satisfactorios. Se confirmó la evidencia de validez concurrente con la percepción de la calidad de la amistad y la depresión. El cuestionario presentó adecuadas propiedades psicométricas en su adaptación al español argentino.

Descargas

Los datos de descargas todavía no están disponibles.

Citas

Achenbach, T. (2008). Assessment, diagnosis, nosology, and taxonomy of child and adolescent psychopathology. En M. Hersen & A. Gross (Eds.), Handbook of clinical psychology (pp. 429-457). John Wiley & Sons Inc.

Armitage, R. (2021). Bullying in children: impact on child health. BMJ Paediatrics Open, 5, e000939. https://doi.org/10.1136/bmjpo-2020-000939

Arnett, J. J. (2020). Adolescencia y adultez emergente. Un enfoque cultural. Pearson.

Babarro, I., Andiarena, A., Fano, E., Lertxundi, N., Vrijheid, M., Julvez, J., Barreto FB, Fossati S. & Ibarluzea J. (2020). Risk and protective factors for bullying at 11 years of age in a Spanish birth cohort study. International journal of environmental research and public health, 17(12), 28-44. https://doi.org/10.3390/ijerph17124428

Bentler, P. (1992). On the fit of models to covariances and methodology. Psychological Bulletin, 112, 400-404. https://doi.org/10.1037/0033-2909.112.3.400

Bernasco, E. L., van der Graaff, J., Meeus, W. H. J., & Branje, S. (2022). Peer victimization, internalizing problems, and the buffering role of friendship quality: disaggregating between- and within-person associations. Journal of Youth Adolescence, 51, 1653-1666. https://doi.org/10.1007/s10964-022-01619-z

Book, A.S., Volk, A. A. & Hosker, A. (2012). Adolescent bullying and personality: An adaptive approach. Personality and Individual Differences, 52(2), 218-223. https://doi.org/10.1016/j.paid.2011.10.028

Boomsma, A. & Hoogland, J. J. (2001). The robustness of LISREL modeling revisited. En R. Cudeck, S. du Toit & D. Sörbom (Eds.), Structural equation models: present and future. A festschrift in honor of Karl Jöreskog (pp. 139-168). Scientific Software International.

Breivik, K. & Olweus, D. (2012). An Item Response Theory Analysis of the Olweus Bullying Scale. Universidad de Bergen.

Brown, T. A. (2006). Confirmatory factor analysis for applied research. Guilford Press.

Bukowski, W. M., Hoza, B., & Boivin, M. (1994). Measuring friendship quality during pre- and early adolescence: The development and psychometrics of the Friendship Qualities Scale. Journal of Social and Personal Relationships, 11, 471-485.

Byrne, B. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming. Routledge.

Byrne, B. (2012). Structural equation modeling with MPLUS: Basic concepts, applications, and programming. Routledge.

Caballero, S. V., Contini de González, N., Lacunza, A. B., Mejail, S., & Coronel, P. (2018). Habilidades sociales, comportamiento agresivo y contexto socioeconómico: Un estudio comparativo con adolescentes de Tucumán (Argentina). Cuadernos de la Facultad de Humanidades y Ciencias Sociales. Universidad Nacional de Jujuy, (53), 183-203.

Card, N. A. & Hodges, E. V. (2008) Peer victimization among school children: correlations, causes, consequences, and considerations in assessment and intervention. School Psychology Quarterly, 23, 451-461. https://doi.org/10.1037/a0012769

Card, N. A., Isaacs, J. & Hodges, E. (2007). Correlates of school victimization: Recommendations for prevention and intervention. En J. E. Zins, M. J. Elias & C. A. Maher (Eds.), Bullying, victimization, and peer harassment: A handbook of prevention and intervention (pp. 339-366). Haworth Press.

Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences (2a ed.). Academic Press.

Contini, E. N. (2015). Agresividad y habilidades sociales en la adolescencia. Una aproximación conceptual. Psicodebate, 15(2), 31-54. https://doi.org/10.18682/pd.v15i2.533

Cornell, D. G. & Bandyopadhyay, S. (2010). The assessment of bullying. En S. Jimerson, S. Swearer & D. Espelage (Eds.), Handbook of Bullying in Schools: An International Perspective (pp. 265- 276). Routledge.

DeVellis, R. F. (2012). Scale development: Theory and applications. SAGE Publications.

Espelage, D. & Swearer, S. (2003). Research on school bullying and victimization: What have we learned and where do we go from here? School Psychology Review, 32, 365-383. https://doi.org/10.1080/02796015.2003.12086206

Facio, A., Resett, S., Mistrorigo, C., & Micocci, F. (2006). Los adolescentes argentinos. Cómo piensan y sienten. Lugar.

Farrington, D. P. & Ttofi, M. M. (2011). Bullying as a predictor of offending, violence and later life outcomes. Criminal Behaviour and Mental Health, 21, 90-98. https://doi.org/10.1002/ cbm.801

Fehm, L. & Hoyer, J. (2004). Measuring thought control strategies: The thought control questionnaire and a look beyond. Cognitive Therapy and Research, 28(1), 105-117. https://org. doi/10.1023/B:COTR.0000016933.41653.dc

Gaete, J., Valenzuela, D., Godoy, M.I., Rojas-Barahona, C.A., Salmivalli, C. & Araya, R. (2021). Validation of the Revised Olweus Bully/Victim Questionnaire (OBVQ-R) Among Adolescents in Chile. Frontires in Psychology, 12, 578-661. https://org. doi/10.3389/fpsyg.2021.578661

Hartung, C., Little, C., S., Allen, E., K., & Page, M. (2011). A psychometric comparison of two self-report measures of bullying and victimization: Differences by sex and grade. School Mental Health, 3, 44-57. https://doi.org/10.1017/S0954579410000222

Hawker, D. S. J. & Boulton, M. J. (2000) Twenty Years’ Research on Peer Victimization and Psychosocial Maladjustment: A Meta-Analytic Review of Cross-Sectional Studies. Journal of Child Psychology and Psychiatry and Allied Disciplines, 41, 441-455. https://doi.org/10.1111/1469-7610.00629

Hawker, D. S. J. & Boulton, M. J. (2003). Twenty years' research on peer victimization and psychosocial maladjustment: A meta-analytic review of cross-sectional studies. En M. E. Hertzig & E. A. Farber (Eds.), Annual progress in child psychiatry and child development: 2000-2001 (pp. 505-534). Brunner-Routledge.

Horn, J. L. (1965). A Rationale and test for the number of factors in factor analysis. Psychometrika, 30, 179-185. https://doi.org/10.1007/bf02289447

Hu, L. & Bentler, P. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55. https://doi.org/10.1080/10705519909540118

Kaplan, R. M. & Saccuzzo, D. P. (2006). Pruebas psicológicas: principios, aplicaciones y temas (6a ed). International Thomson.

Kline, R. B. (2015). Principles and practice of structural equation modeling (4a ed.). Guilford.

Kljakovic, M. & Hunt, C. (2016). A meta-analysis of predictors of bullying and victimization in adolescence. Journal of Adolescence, 49, 134-145. https://doi.org/10.1016/j.adolescence.2016.03.002

Kovacs, M. (1992). Children’s Depression Inventory Manual. Multi-Health Systems.

Kyriakides, L., Kaloyirou, C. & Lindsay, G. (2006). An analysis of the Revised Olweus Bully/Victim Questionnaire using the Rasch measurement model. British Journal of Educational Psychology, 76(4), 781-801. https://doi.org/10.1348/000709905X53499

Lee, T. & Cornell, D. (2009). Concurrent validity of the Olweus Bully/Victim Questionnaire. Journal of School Violence, 9(1), 56-73. 10.1080/15388220903185613

Li, C. H. (2016). Confirmatory factor analysis with ordinal data: Comparing robust maximum likelihood and diagonally weighted least squares. Behaviour Research Method, 48, 936-949. https://doi.org/10.3758/s13428-015-0619-7

Lloret-Segura, S., Ferreres-Traver, A., Hernández-Baeza, A. & Tomás-Marco, I. (2014). El análisis factorial exploratorio de los ítems: una guía práctica, revisada y actualizada. Anales de Psicología, 30(3), 1151-1169. http://dx.doi.org/10.6018/analesps.30.3.199361

Luk, J. W., Patock-Peckham, J. A., Medina, M., Terrell, N., Belton, D. & King, K. M. (2016). Bullying perpetration and victimization as externalizing and internalizing pathways: a retrospective study linking parenting styles and self-esteem to depression, alcohol use, and alcohol-related problems. Substance use and misuse, 51(1), 113-125. https://doi.org/10.3109/10826084.2015.1090453

Masten, A. S. & Cicchetti, D. (2010). Developmental cascades. Development and Psychopathology, 22(3), 491-495. https://doi.org/10.1017/S0954579410000222

Nansel, T., Craig, W., Overbeck, M., Saluja, G., & Ruan, W. (2004). Cross-national consistency in the relationship between bullying behaviours and psychosocial adjustment. Paediatric and Adolescent Medicine, 158(8), 730-736. https://doi.org/10.1001/archpedi.158.8.730

O'Connor, B. P. (2000). SPSS and SAS Programs for Determining the Number of Components Using Parallel Analysis and Velicer's MAP Test. Behavior Research Methods, Instrumentation, and Computers, 32, 396-402. https://doi.org/10.3758/bf03200807

Olweus D. (1996). The Revised Olweus Bully/Victim Questionnaire. HEMIL, Universidad de Bergen.

Olweus, D. (1993). Bullying at school: What we know and what we can do. Blackwell.

Olweus, D. (1994). Annotation: Bullying at school: Basic facts and effects of a school based intervention program. Journal of Child Psychology and Psychiatry and Allied Disciplines, 35, 1171-1190.

Olweus, D. (2013). School bullying: development and some important challenges. Annual Review of Clinical Psychology, 9, 751-780. https://doi.org/10.1146/annurev-clinpsy-050212-185516

Phillips, V. & Cornell, D. (2012). Identifying victims of bullying: Use of counselor interviews to confirm peer nominations. Professional School Counseling, 15, 123-131. https://doi.org/10.5330/PSC.n.2012-15.123

Quintero-Jurado, J., Moratto-Vásquez, N., Caicedo-Velasquez, B., Cárdenas-Zuluaga, N. & Espelage, D. L. (2021). Association Between School Bullying, Suicidal Ideation, and Eating Disorders Among School-Aged Children from Antioquia, Colombia. Trends in Psychology, 1, 1-15. https://doi.org/10.1007/s43076-021-00101-2

Resett, S. (2018). Análisis psicométrico del Cuestionario de Agresores/Víctimas de Olweus en español. Revista de Psicología de la Pontificia Universidad Católica del Perú, 36(2), 576-602. https://doi.org/10.18800/psico.201802.007

Resett, S. (2021). ¿Aulas peligrosas? Qué es el bullying, el cyberbullying y qué podemos hacer. Logos.

Resett, S., & Mesurado, B. (2021). Bullying and cyberbullying in adolescents: a meta-analysis on the effectiveness of interventions. En P. A. Gargiulo (Ed.), Psychiatry and Neuroscience (vol. 32; pp. 445-458). Springer.

Resett, S., Oñate, M. E., Hillairet, A., Furlán, M., & Jacobo, C. (2014). Victimización, agresión y autoconcepto en adolescentes de escuelas medias. Investigaciones en Psicología, 19(2), 103-118.

Resett, S., Rodriguez, L., & Moreno, J. E. (2013). Evaluación de la calidad de la amistad en niños argentinos. Psiquiátrica y Psicológica de la América Latina, 59(2), 94-102.

Resett. S. (2011). Aplicación del cuestionario de agresores/víctimas de Olweus a una muestra de adolescentes argentinos. Revista de Psicología de la Universidad Católica Argentina, 13(7), 27-44.

Richardson, H. A., Simmering, M. J., & Sturman, M. C. (2009). A tale of three perspectives: Examining post hoc statistical techniques for detection and correction of common method variance. Organizational Research Methods, 12(4), 762-800. https://doi.org/10.1177/1094428109332834

Rigby, K., Smith, P., & Pepler, D. (2004). Working to prevent school bullying: Key issues. En P. Smith, D. Pepler & K. Rigby (Eds.), Bullying in schools: How successful can interventions be? (pp. 1-12). Cambridge.

Rodriguez, L., Moreno, J. E., & Mesurado, B. (2021). Friendship Relationships in Children and Adolescents: Positive Development and Prevention of Mental Health Problems. En P. A. Gargiulo (Ed.), Psychiatry and Neuroscience (vol. 32; pp. 433-443). Springer.

Rodriguez, L., Resett, S., Grinóvero, M., & Moreno, J. E. (2015). Propiedades psicométricas de la Escala de Calidad de la Amistad para niños en español. Anuario de Psicología, 45(2), 219-234.

Roh, B. R., Yoon, Y., Kwon, A., Oh, S., Lee, S. I., Ha, K., Shin, Y., Song, J., Park, E., Yoo, H., & Hong, H. (2015). The structure of co-occurring bullying experiences and associations with suicidal behaviors in Korean adolescents. PloS one, 10, 1-14. https://doi.org/10.1371/journal.pone.0143517

Román, M. & Murillo, J. (2011). América Latina: violencia entre estudiantes y desempeño escolar. Revista CEPAL, 104, 37-54. https://doi.org/10.18356/8d74b985-es

Schmidt, R. E., Gay, P., d’Acremont, M., & Van der Linden, M. (2008). A German adaptation of the UPPS Impulsive Behavior Scale: Psychometric properties and factor structure. Swiss Journal of Psychology, 67(2), 107. https://doi.org/10.1024/1421-0185.67.2.10

Solberg, M. & Olweus, D. (2003). Prevalence estimation of school bullying with the Olweus Bully/Victim Questionnaire. Aggressive Behavior, 29, 239-268. https://doi.org/10.1002/ab.10047

Steinberg, L. (2018). Adolescence. Mc Graw-Hill.

Swearer, S. & Hymel, S. (2015). Understanding the Psychology of Bullying: moving toward a social-ecological diathesis stress model. American Psychologist, 70, 344-353. https://doi.org/10.1037/ a0038929

Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics (6a ed.). Allyn & Bacon/Pearson Education.

Vivolo-Kantor, A. M., Martell, B. N., Holland, K. M., & Westby, R. (2014). A systematic review and content analysis of bullying and cyberbullying measurement strategies. Aggression and Violent Behavior, 19(4), 423-434. http://doi.org/10.1016/j.avb.2014.06.008

Wells, A. & Davies, M. I. (1994). The Thought Control Questionnaire: a measure of individual differences in the control of unwanted thoughts. Behavior Research and Therapy, 32(8), 871-878. https://doi. org/10.1016/0005-7967(94)90168-6

Weston, R. & Gore Jr, P. A. (2006). A brief guide to structural equation modeling. The Counseling Psychologist, 34(5), 719-751. https://doi.org/10.1177/0011000006286345