Skip to main content
SpringerLink
Log in

A PRISMA-Based Systematic Review of Measurements for School Bullying

Adolescent Research Review volume 8, pages 219–259 (2023)Cite this article

Abstract

The measurement tools of school bullying vary, and an instructive study identifying how to select the proper tool is needed. Based on the PRISMA, quantitative research literature on school bullying published from 1978 to 2021 through multiple online databases (i.e., WoS, ScienceDirect, PsycINFO, MEDLINE, ERIC, and CNKI) were searched. After conducting additional searches, a total of 75 tools were obtained. The specific content and psychometric properties (provided by original and follow-up studies) were then analyzed. Regarding the measurement content, 16 tools provided a definition of bullying, and 14 tools simultaneously measured all three components of “intention to harm”, “repetition”, and “power imbalance”. For the control of subjective explanatory bias, 19 tools present bullying-related terms to participants. As a key part of bullying measurement, a timeframe was set in 52 tools, ranging from “past month” to “past year”. Concerning the measurement method, 73 tools administer the measures by self-report, and peer-report (n = 8) and teacher-report (n = 5) are applied by some tools. Regarding psychometric properties, existing instruments demonstrated satisfactory in terms of internal consistency reliability (n = 75) but showed limitations due to their lack of content readability, criterion validity, and measurement invariance. In combination with specific research purposes, future research can select instruments based on the consideration of definition, components, terms, timeframe, reporter and the improving of the psychometric properties of tools.

This is a preview of subscription content, access via your institution.

Access options

Buy single article

Instant access to the full article PDF.

USD 39.95

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Fig. 1

References

  • Álvarez-García, D., Barreiro-Collazo, A., Núñez, J. C., & Dobarro, A. (2016). Validity and reliability of the Cyber-aggression Questionnaire for Adolescents (CYBA). The European Journal of Psychology Applied to Legal Context, 8(2), 69–77.

    Article  Google Scholar 

  • Álvarez-García, D., Núñez, J. C., Barreiro-Collazo, A., & García, T. (2017). Validation of the Cybervictimization Questionnaire (CYVIC) for adolescents. Computers in Human Behavior, 70, 270–281.

    Article  Google Scholar 

  • Ang, R. P., & Goh, D. H. (2010). Cyberbullying among adolescents: The role of affective and cognitive empathy, and gender. Child Psychiatry & Human Development, 41(4), 387–397.

    Article  Google Scholar 

  • Antoniadou, N., Kokkinos, C. M., & Markos, A. (2016). Development, construct validation and measurement invariance of the Greek cyber-bullying/victimization experiences questionnaire (CBVEQ-G). Computers in Human Behavior, 65, 380–390.

    Article  Google Scholar 

  • Atik, G. (2011). Assessment of school bullying in Turkey: A critical review of self-report instruments. Procedia-Social and Behavioral Sciences, 15, 3232–3238.

    Article  Google Scholar 

  • Ayas, T., & Horzum, M. B. (2010). Cyber bully/victim scale development study. Akademik Bakıs, 19, 1–17.

    Google Scholar 

  • Bandyopadhyay, S., Cornell, D. G., & Konold, T. R. (2009). Validity of three school climate scales to assess bullying, aggressive attitudes, and help seeking. School Psychology Review, 38(3), 338–355.

    Article  Google Scholar 

  • Bear, G., Yang, C., Mantz, L., Pasipanodya, E., Hearn, S., & Boyer, D. (2014). Technical manual for Delaware School Survey: Scales of school climate, bullying victimization, student engagement, and positive, punitive, and social emotional learning techniques. Funded by the Delaware Positive Behavior Support Project at the Center for Disability Studies at University of Delaware and Delaware Department of Education.

  • Bengtsson, M. (2016). How to plan and perform a qualitative study using content analysis. NursingPlus Open, 2, 8–14.

    Article  Google Scholar 

  • Berne, S., Frisén, A., Schultze-Krumbholz, A., Scheithauer, H., Naruskov, K., Luik, P., Katzer, C., Erentaite, R., & Zukauskiene, R. (2013). Cyberbullying assessment instruments: A systematic review. Aggression and Violent Behavior, 18(2), 320–334.

    Article  Google Scholar 

  • Betts, L. R., Houston, J. E., & Steer, O. L. (2015). Development of the multidimensional peer victimization scale–revised (MPVS-R) and the multidimensional peer bullying scale (MPVS-RB). The Journal of Genetic Psychology, 176(2), 93–109.

    Article  PubMed  Google Scholar 

  • Betts, L. R., & Spenser, K. A. (2017). Developing the cyber victimization experiences and cyberbullying behaviors scales. The Journal of Genetic Psychology, 178(3), 147–164.

    Article  PubMed  Google Scholar 

  • Calvete, E., Orue, I., Estévez, A., Villardón, L., & Padilla, P. (2010). Cyberbullying in adolescents: Modalities and aggressors’ profile. Computers in Human Behavior, 26(5), 1128–1135.

    Article  Google Scholar 

  • Casper, D. M., Card, N. A., Bauman, S., & Toomey, R. B. (2017). Overt and relational aggression participant role behavior: Measurement and relations with sociometric status and depression. Journal of Research on Adolescence, 27(3), 661–673.

    Article  PubMed  Google Scholar 

  • Cava, M. J., Musitu, G., & Murgui, S. (2007). Individual and social risk factors related to overt victimization in a sample of Spanish adolescents. Psychological Reports, 101(1), 275–290.

    Article  PubMed  Google Scholar 

  • Çetin, B., Yaman, E., & Peker, A. (2011). Cyber victim and bullying scale: A study of validity and reliability. Computers & Education, 57(4), 2261–2271.

    Article  Google Scholar 

  • Cheng, Y. Y., Chen, L. M., Liu, K. S., & Chen, Y. L. (2011). Development and psychometric evaluation of the school bullying scales: A Rasch measurement approach. Educational and Psychological Measurement, 71(1), 200–216.

    Article  Google Scholar 

  • Chu, X. W., & Fan, C. Y. (2017). Revision of the Revised Cyber Bullying Inventory among junior high school students. Chinese Journal of Clinical Psychology, 25(6), 1031–1034.

    Google Scholar 

  • Chun, J., Lee, J., Kim, J., & Lee, S. (2020). An international systematic review of cyberbullying measurements. Computers in Human Behavior, 113, 106485.

    Article  Google Scholar 

  • Cornell, D. G., & Brockenbrough, K. (2004). Identification of bullies and victims: A comparison of methods. Journal of School Violence, 3(2–3), 63–87.

    Article  Google Scholar 

  • Cornell, D. G., Sheras, P. L., & Cole, J. C. M. (2006). Assessment of bullying. In S. R. Jimerson & M. J. Furlong (Eds.), Handbook of school violence and school safety: From research to practice (pp. 191–209). Lawrence Erlbaum Associates Inc.

    Google Scholar 

  • Crothers, L. M., & Levinson, E. M. (2004). Assessment of bullying: A review of methods and instruments. Journal of Counseling and Development, 82(4), 496–503.

    Article  Google Scholar 

  • Dawes, M., Chen, C. C., Farmer, T. W., & Hamm, J. V. (2017). Self- and peer-identified victims in late childhood: Differences in perceptions of the school ecology. Journal of Youth and Adolescence, 46(11), 2273–2288.

    Article  PubMed  Google Scholar 

  • de Leeuw, E. D. (2011). Improving data quality when surveying children and adolescents: Cognitive and social development and its role in questionnaire construction and pretesting. In Report prepared for the Annual Meeting of the Academy of Finland: Research Programs Public Health, Finland.

  • De Los Reyes, A., & Kazdin, A. E. (2005). Informant discrepancies in the assessment of childhood psychopathology: A critical review, theoretical framework, and recommendations for further study. Psychological Bulletin, 131, 483–509.

    Article  Google Scholar 

  • Demaray, M. K., & Malecki, C. K. (2003). Perceptions of the frequency and importance of social support by students classified as victims, bullies, and bully/victims in an urban middle school. School Psychology Review, 32(3), 471–489.

    Article  Google Scholar 

  • Demaray, M. K., Summers, K. H., Jenkins, L. N., & Becker, L. D. (2016). Bullying Participant Behaviors Questionnaire (BPBQ): Establishing a reliable and valid measure. Journal of School Violence, 15(2), 158–188.

    Article  Google Scholar 

  • Desjardins, T., Yeung Thompson, R. S., Sukhawathanakul, P., Leadbeater, B. J., & MacDonald, S. W. (2013). Factor structure of the social experience questionnaire across time, sex, and grade among early elementary school children. Psychological Assessment, 25(4), 1058–1068.

    Article  PubMed  Google Scholar 

  • Doane, A. N., Kelley, M. L., Chiang, E. S., & Padilla, M. A. (2013). Development of the cyberbullying experiences survey. Emerging Adulthood, 1(3), 207–218.

    Article  Google Scholar 

  • Espelage, D. L., & Holt, M. K. (2001). Bullying and victimization during early adolescence: Peer influences and psychosocial correlates. Journal of Emotional Abuse, 2(2–3), 123–142.

    Article  Google Scholar 

  • Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: What have we learned and where do we go from here? School Psychology Review, 32(3), 365–383.

    Article  Google Scholar 

  • Fang, Y. X. (2020). The Development of Bullying Behavior Scale for middle school students. Hainan Normal University.

    Google Scholar 

  • Felix, E. D., Sharkey, J. D., Green, J. G., Furlong, M. J., & Tanigawa, D. (2011). Getting precise and pragmatic about the assessment of bullying: The development of the California Bullying Victimization Scale. Aggressive Behavior, 37(3), 234–247.

    Article  PubMed  Google Scholar 

  • Fitzpatrick, S., & Bussey, K. (2011). The development of the social bullying involvement scales. Aggressive Behavior, 37(2), 177–192.

    Article  PubMed  Google Scholar 

  • Gámez-Guadix, M., Villa-George, F., & Calvete, E. (2014). Psychometric properties of the Cyberbullying Questionnaire (CBQ) among Mexican adolescents. Violence and Victims, 29(2), 232–247.

    Article  PubMed  Google Scholar 

  • Garaigordobil, M. (2017). Psychometric properties of the Cyberbullying Test, a screening instrument to measure cybervictimization, cyberaggression, and cyberobservation. Journal of Interpersonal Violence, 32(23), 3556–3576.

    Article  PubMed  Google Scholar 

  • Gladden, R. M., Vivolo-Kantor, A. M., Hamburger, M. E., & Lumpkin, C. D. (2014). Bullying surveillance among youths: Uniform definitions for public health and recommended data elements, version 1.0. National Center for Injury Prevention and Control, Centers for Disease Control and Prevention.

    Google Scholar 

  • González-Cabrera, J. M., León-Mejía, A., Machimbarrena, J. M., Balea, A., & Calvete, E. (2019). Psychometric properties of the cyberbullying triangulation questionnaire: A prevalence analysis through seven roles. Scandinavian Journal of Psychology, 60(2), 160–168.

    Article  PubMed  Google Scholar 

  • Goossens, F. A., Olthof, T., & Dekker, P. H. (2006). New participant role scales: Comparison between various criteria for assigning roles and indications for their validity. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 32(4), 343–357.

    Article  Google Scholar 

  • Griffin, R. S., & Gross, A. M. (2004). Childhood bullying: Current empirical findings and future directions for research. Aggression and Violent Behavior, 9(4), 379–400.

    Article  Google Scholar 

  • Guo, Q. B. (2017). A revision of the Bystander Role Questionnaire for school bullying and a study of implicit attitudes. (Master's Thesis). Nanjing Normal University.

  • Hall, W. J. (2016). Initial development and validation of the Bullyharm: The bullying, harassment, and aggression receipt measure. Psychology in the Schools, 53(9), 984–1000.

    Article  PubMed  PubMed Central  Google Scholar 

  • Harbin, S. M., Kelley, M. L., Piscitello, J., & Walker, S. J. (2019). Multidimensional bullying victimization scale: Development and validation. Journal of School Violence, 18(1), 146–161.

    Article  Google Scholar 

  • Haynie, D. L., Nansel, T., Eitel, P., Crump, A. D., Saylor, K., Yu, K., & Simons-Morton, B. (2001). Bullies, victims, and bully/victims: Distinct groups of at-risk youth. The Journal of Early Adolescence, 21(1), 29–49.

    Article  Google Scholar 

  • He, Z., Yuan, S. L., & Zhao, F. G. (2022). Revision of the Chinese version of Multidimensional Bullying Victimization Scale. Chinese Journal of School Health, 43(4), 566–569.

    Google Scholar 

  • Hinduja, S., & Patchin, J. W. (2010). Bullying, cyberbullying, and suicide. Archives of Suicide Research, 14(3), 206–221.

    Article  PubMed  Google Scholar 

  • Hunt, C., Peters, L., & Rapee, R. M. (2012). Development of a measure of the experience of being bullied in youth. Psychological Assessment, 24(1), 156–165.

    Article  PubMed  Google Scholar 

  • Hymel, S., & Swearer, S. M. (2015). Four decades of research on school bullying: An introduction. American Psychologist, 70(4), 293.

    Article  PubMed  Google Scholar 

  • Jia, M., & Mikami, A. (2018). Issues in the assessment of bullying: Implications for conceptualizations and future directions. Aggression and Violent Behavior, 41, 108–118.

    Article  Google Scholar 

  • Kert, A. S., Codding, R. S., Tryon, G. S., & Shiyko, M. (2010). Impact of the word “bully” on the reported rate of bullying behavior. Psychology in the Schools, 47(2), 193–204.

    Article  Google Scholar 

  • Koo, T. K., & Li, M. Y. (2016). A guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of Chiropractic Medicine, 15(2), 155–163.

    Article  PubMed  PubMed Central  Google Scholar 

  • Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014). Bullying in the digital age: A critical review and meta-analysis of cyberbullying research among youth. Psychological Bulletin, 140(4), 1073–1137.

    Article  PubMed  Google Scholar 

  • Ladd, G. W., & Kochenderfer-Ladd, B. (2002). Identifying victims of peer aggression from early to middle childhood: Analysis of cross-informant data for concordance, estimation of relational adjustment, prevalence of victimization, and characteristics of identified victims. Psychological Assessment, 14(1), 74–96.

    Article  PubMed  Google Scholar 

  • Lam, L. T., & Li, Y. (2013). The validation of the E-Victimisation Scale (E-VS) and the E-Bullying Scale (E-BS) for adolescents. Computers in Human Behavior, 29(1), 3–7.

    Article  Google Scholar 

  • Langos, C. (2012). Cyberbullying: The challenge to define. Cyberpsychology, Behavior, and Social Networking, 15(6), 285–289.

    Article  PubMed  Google Scholar 

  • Lee, J., Abell, N., & Holmes, J. L. (2017). Validation of measures of cyberbullying perpetration and victimization in emerging adulthood. Research on Social Work Practice, 27(4), 456–467.

    Article  Google Scholar 

  • Li, S., Xie, J. S., Su, J., Zhu, L. H., Yang, C. Y., & Bear, G. G. (2021). Chinese version of Delaware Bullying Victimization Scale-Home. Chinese Journal of Clinical Psychology, 29(4), 712–716.

    Google Scholar 

  • Liu, l. (2014). Middle school students' traditional bullying, cyberbullying and their relationship with self-esteem. (Master's Thesis). Shenyang Normal University.

  • Lu, H. D., Yan, Y. Y., Wang, X. Y., & Wu, H. Q. (2021). Revision and application of the adolescents peer relations-–Bullied and Bully Scale in Chinese teenagers. China Journal of Health Psychology, 29(3), 460–466.

    Google Scholar 

  • López-Pradas, I. C., Romera, E. M., Casas, J. A., & Ortega-Ruiz, R. (2017). Cybergossip and cyberbullying during primary school years. Psicología Educativa, 23(2), 73–80.

    Article  Google Scholar 

  • Mansutti, I., Saiani, L., Grassetti, L., & Palese, A. (2017). Instruments evaluating the quality of the clinical learning environment in nursing education: A systematic review of psychometric properties. International Journal of Nursing Studies, 68, 60–72.

    Article  PubMed  Google Scholar 

  • Marsh, H. W., Guo, J., Dicke, T., Parker, P. D., & Craven, R. G. (2019). Confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), and set-ESEM: Optimal balance between goodness of fit and parsimony. Multivariate Behavioral Research, 55(1), 102–119.

    Article  PubMed  Google Scholar 

  • Marsh, H. W., Morin, A. J., Parker, P. D., & Kaur, G. (2014). Exploratory structural equation modeling: An integration of the best features of exploratory and confirmatory factor analysis. Annual Review of Clinical Psychology, 10(1), 85–110.

    Article  PubMed  Google Scholar 

  • Marsh, H. W., Nagengast, B., & Morin, A. J. S. (2013). Measurement invariance of big-five factors over the life span: ESEM tests of gender, age, plasticity, maturity, and la dolce vita effects. Developmental Psychology, 49(6), 1194–1218.

    Article  PubMed  Google Scholar 

  • Marsh, H. W., Nagengast, B., Morin, A. J., Parada, R. H., Craven, R. G., & Hamilton, L. R. (2011). Construct validity of the multidimensional structure of bullying and victimization: An application of exploratory structural equation modeling. Journal of Educational Psychology, 103(3), 701–732.

    Article  Google Scholar 

  • Menesini, E., Nocentini, A., & Calussi, P. (2011). The measurement of cyberbullying: Dimensional structure and relative item severity and discrimination. Cyberpsychology, Behavior, and Social Networking, 14(5), 267–274.

    Article  PubMed  Google Scholar 

  • Mokkink, L. B., De Vet, H. C., Prinsen, C. A., Patrick, D. L., Alonso, J., Bouter, L. M., & Terwee, C. B. (2018). COSMIN risk of bias checklist for systematic reviews of patient-reported outcome measures. Quality of Life Research, 27(5), 1171–1179.

    Article  PubMed  Google Scholar 

  • Monks, C. P., & Smith, P. K. (2006). Definitions of bullying: Age differences in understanding of the term, and the role of experience. British Journal of Developmental Psychology, 24(4), 801–821.

    Article  Google Scholar 

  • Morrow, M. T., Hubbard, J. A., Bookhout, M. K., Grassetti, S. N., Docimo, M. A., & Swift, L. E. (2021). Development and validation of the Forms of Peer Victimization Scale. Merrill-Palmer Quarterly, 67(1), 23–55.

    Article  Google Scholar 

  • Mynard, H., & Joseph, S. (2000). Development of the multidimensional peer-victimization scale. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 26(2), 169–178.

    Article  Google Scholar 

  • Olweus, D. (1978). Aggression in the schools: Bullies and whipping boys. Hemisphere.

    Google Scholar 

  • Olweus, D. (1994). Bullying at school: Basic facts and effects of a school based intervention program. Journal of Child Psychology and Psychiatry, 35(7), 1171–1190.

    Article  PubMed  Google Scholar 

  • Omrani, A., Wakefield-Scurr, J., Smith, J., & Brown, N. (2019). Survey development for adolescents aged 11–16 years: A developmental science based guide. Adolescent Research Review, 4(4), 329–340.

    Article  Google Scholar 

  • Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. Systematic Reviews, 10(1), 1–11.

    Article  Google Scholar 

  • Palladino, B. E., Nocentini, A., & Menesini, E. (2015). Psychometric properties of the Florence cyberbullying-cybervictimization scales. Cyberpsychology, Behavior, and Social Networking, 18(2), 112–119.

    Article  PubMed  Google Scholar 

  • Parada, R. H. (2000). Adolescent peer relations instrument: A theoretical and empirical basis for the measurement of participant roles in bullying and victimization of adolescence. An interim test manual and a research monograph: A test manual. University of Western Sydney, Self-Concept Enhancement and Learning Facilitation (SELF) Research Centre, Publication Unit.

    Google Scholar 

  • Patchin, J. W., & Hinduja, S. (2011). Traditional and nontraditional bullying among youth: A test of general strain theory. Youth & Society, 43(2), 727–751.

    Article  Google Scholar 

  • Penado-Abilleira, M., & Rodicio-García, M. L. (2018). Development and validation of an adolescent Gender-Based Violence Scale (ESVIGA). Anuario de Psicología Jurídica, 28, 49–57.

    Article  Google Scholar 

  • Polit, D. F. (2014). Getting serious about test–retest reliability: A critique of retest research and some recommendations. Quality of Life Research, 23(6), 1713–1720.

    Article  PubMed  Google Scholar 

  • Prati, G. (2012). Development and psychometric properties of the homophobic bullying scale. Educational and Psychological Measurement, 72(4), 649–664.

    Article  Google Scholar 

  • Prinz, K., Costa, D., Chervonsky, E., & Hunt, C. (2021). Construction and psychometric properties of a short form of the Personal Experiences Checklist. Journal of Interpersonal Violence, 36(19–20), NP10301–NP10321.

    Article  PubMed  Google Scholar 

  • Qin, L. Y. (2018). Research on compiling and influencing factors of campus bullying behavior questionnaire for middle school students. (Master's Thesis). Guizhou Normal University.

  • Qiu, X. Y., Yang, Y.C., Liu, X. Q., & Wang, X. F. (2020). Reliability and validity of Bullying Participant Behaviors Questionnaire in Chinese college students. Chinese Journal of Clinical Psychology, 28(2), 311–315.

    Google Scholar 

  • Ramos-Jimenez, A., Wall-Medrano, A., Villar, O. E. D., & Hernández-Torres, R. P. (2013). Design and validation of a self-administered test to assess bullying (bull-M) in high school Mexicans: A pilot study. BMC Public Health, 13(1), 1–7.

    Article  Google Scholar 

  • Reijntjes, A., Vermande, M., Olthof, T., Goossens, F. A., Aleva, L., & van der Meulen, M. (2016). Defending victimized peers: Opposing the bully, supporting the victim, or both? Aggressive Behavior, 42(6), 585–597.

    Article  PubMed  Google Scholar 

  • Rigby, K., & Slee, P. T. (1993). Dimensions of interpersonal relation among Australian children and implications for psychological well-being. Journal of Social Psychology, 133(1), 33–42.

    Article  PubMed  Google Scholar 

  • Rivers, I., & Smith, P. K. (1994). Types of bullying behavior and their correlates. Aggressive Behavior, 20(5), 359–368.

    Article  Google Scholar 

  • Roberson, A. J., & Renshaw, T. L. (2018). Structural validity of the HBSC bullying measure: Self-report rating scales of youth victimization and perpetration behavior. Journal of Psychoeducational Assessment, 36(6), 628–643.

    Article  Google Scholar 

  • Runions, K. C., Bak, M., & Shaw, T. (2017). Disentangling functions of online aggression: The cyber-aggression typology questionnaire (CATQ). Aggressive Behavior, 43(1), 74–84.

    Article  PubMed  Google Scholar 

  • Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 22(1), 1–15.

    Article  Google Scholar 

  • Saylor, C. F., Nida, S. A., Williams, K. D., Taylor, L. A., Smyth, W., Twyman, K. A., Macias, M. M., & Spratt, E. G. (2012). Bullying and ostracism screening scales (BOSS): Development and applications. Children’s Health Care, 41(4), 322–343.

    Article  Google Scholar 

  • Schmitt, N., & Kuljanin, G. (2008). Measurement invariance: Review of practice and implications. Human Resource Management Review, 18(4), 210–222.

    Article  Google Scholar 

  • Schwartz, D., Chang, L., & Farver, J. M. (2001). Correlates of victimization in Chinese children’s peer groups. Developmental Psychology, 37(4), 520–532.

    Article  PubMed  Google Scholar 

  • Shapka, J. D., & Maghsoudi, R. (2017). Examining the validity and reliability of the cyber-aggression and cyber-victimization scale. Computers in Human Behavior, 69, 10–17.

    Article  Google Scholar 

  • Shaw, T., Dooley, J. J., Cross, D., Zubrick, S. R., & Waters, S. (2013). The Forms of Bullying Scale (FBS): Validity and reliability estimates for a measure of bullying victimization and perpetration in adolescence. Psychological Assessment, 25(4), 1045–1057.

    Article  PubMed  Google Scholar 

  • Slonje, R., & Smith, P. K. (2008). Cyberbullying: Another main type of bullying? Scandinavian Journal of Psychology, 49(2), 147–154.

    Article  PubMed  Google Scholar 

  • Smith, P. K., Cowie, H., Olafsson, R. F., & Liefooghe, A. (2002). Definitions of bullying: A comparison of terms used, and age and gender differences, in a fourteen-country international comparison. Child Development, 73(4), 1119–1133.

    Article  PubMed  Google Scholar 

  • Solberg, M. E., & Olweus, D. (2003). Prevalence estimation of school bullying with the Olweus Bully/Victim Questionnaire. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 29(3), 239–268.

    Article  Google Scholar 

  • Stewart, R. W., Drescher, C. F., Maack, D. J., Ebesutani, C., & Young, J. (2014). The development and psychometric investigation of the Cyberbullying Scale. Journal of Interpersonal Violence, 29(12), 2218–2238.

    Article  PubMed  Google Scholar 

  • Strindberg, J., Horton, P., & Thornberg, R. (2020). The fear of being singled out: Pupils’ perspectives on victimisation and bystanding in bullying situations. British Journal of Sociology of Education, 41(7), 942–957.

    Article  Google Scholar 

  • Sumter, S. R., Valkenburg, P. M., Baumgartner, S. E., Peter, J., & Van der Hof, S. (2015). Development and validation of the multidimensional offline and online peer victimization scale. Computers in Human Behavior, 46, 114–122.

    Article  Google Scholar 

  • Sun, J. L., & Liu, H. H. (2022). The development of Bullying Behavior Scale of teenagers. Studies of Psychology and Behavior, 20(2), 255–260.

    Google Scholar 

  • Swearer, S. M., & Cary, P. T. (2003). Perceptions and attitudes toward bullying in middle school youth: A developmental examination across the bully/victim continuum. Journal of Applied School Psychology, 19(2), 63–79.

    Article  Google Scholar 

  • Tanrikulu, I., & Erdur-Baker, Ö. (2021). Psychometric properties of a Cyberbullying Inventory for university students. British Journal of Guidance & Counselling, 49(3), 494–507.

    Article  Google Scholar 

  • Tarshis, T. P., & Huffman, L. C. (2007). Psychometric properties of the Peer Interactions in Primary School (PIPS) questionnaire. Journal of Developmental & Behavioral Pediatrics, 28(2), 125–132.

    Article  Google Scholar 

  • Thomas, H. J., Connor, J. P., & Scott, J. G. (2015). Integrating traditional bullying and cyberbullying: Challenges of definition and measurement in adolescents—A review. Educational Psychology Review, 27(1), 135–152.

    Article  Google Scholar 

  • Thomas, H. J., Scott, J. G., Coates, J. M., & Connor, J. P. (2019). Development and validation of the Bullying and Cyberbullying Scale for Adolescents: A multi-dimensional measurement model. British Journal of Educational Psychology, 89(1), 75–94.

    Article  PubMed  Google Scholar 

  • Thompson, J. K., Fabian, L. J., Moulton, D. O., Dunn, M. E., & Altabe, M. N. (1991). Development and validation of the physical appearance related teasing scale. Journal of Personality Assessment, 56(3), 513–521.

    Article  PubMed  Google Scholar 

  • Tomé-Fernández, M., Ortiz-Marcos, J. M., & Olmedo-Moreno, E. M. (2019). Educational environments with cultural and religious diversity: Psychometric analysis of the cyberbullying scale. Religions, 10(7), 1–16.

    Article  Google Scholar 

  • Topcu, Ç., & Erdur-Baker, Ö. (2010). The revised cyber bullying inventory (RCBI): Validity and reliability studies. Procedia-Social and Behavioral Sciences, 5, 660–664.

    Article  Google Scholar 

  • Topcu, Ç., & Erdur-Baker, Ö. (2018). RCBI-II: The second revision of the revised cyber bullying inventory. Measurement and Evaluation in Counseling and Development, 51(1), 32–41.

    Article  Google Scholar 

  • Turcotte, S., Beaudoin, M., Vallée, C., Vincent, C., & Routhier, F. (2019). Psychometric properties of the Community Integration Questionnaire: A systematic review of five populations. Clinical Rehabilitation, 33(11), 1775–1787.

    Article  PubMed  Google Scholar 

  • Vaillancourt, T., Brittain, H., Krygsman, A., Farrell, A. H., Landon, S., & Pepler, D. (2021). School bullying before and during COVID-19: Results from a population-based randomized design. Aggressive Behavior, 47(5), 557–569.

    Article  PubMed  Google Scholar 

  • Vaillancourt, T., McDougall, P., Hymel, S., Krygsman, A., Miller, J., Stiver, K., & Davis, C. (2008). Bullying: Are researchers and children/youth talking about the same thing? International Journal of Behavioral Development, 32(6), 486–495.

    Article  Google Scholar 

  • Vandenberg, R. J., & Lance, C. E. (2000). A review and synthesis of the measurement invariance literature: Suggestions, practices, and recommendations for organizational research. Organizational Research Methods, 3(1), 4–70.

    Article  Google Scholar 

  • Vessey, J., Strout, T. D., DiFazio, R. L., & Walker, A. (2014). Measuring the youth bullying experience: A systematic review of the psychometric properties of available instruments. Journal of School Health, 84(12), 819–843.

    Article  PubMed  Google Scholar 

  • Vivolo-Kantor, A. M., Martell, B. N., Holland, K. M., & Westby, R. (2014). A systematic review and content analysis of bullying and cyber-bullying measurement strategies. Aggression and Violent Behavior, 19(4), 423–434.

    Article  PubMed  PubMed Central  Google Scholar 

  • Volk, A. A., Veenstra, R., & Espelage, D. L. (2017). So you want to study bullying? Recommendations to enhance the validity, transparency, and compatibility of bullying research. Aggression and Violent Behavior, 36, 34–43.

    Article  Google Scholar 

  • Warden, D., Cheyne, B., Christie, D., Fitzpatrick, H., & Reid, K. (2003). Assessing children’s perceptions of prosocial and antisocial peer behavior. Educational Psychology, 23(5), 547–567.

    Article  Google Scholar 

  • Xie. J. S., Lv, Y. X., Bear, G. G., Yang, C. Y., Marshall, S. J., & Gong, R. (2015). Reliability and validity of the Chinese version of Delaware Bullying Victimization Scale-student. Chinese Journal of Clinical Psychology. 23(4), 594–596.

    Google Scholar 

  • Ybarra, M. L., Espelage, D. L., & Mitchell, K. J. (2014). Differentiating youth who are bullied from other victims of peer-aggression: The importance of differential power and repetition. Journal of Adolescent Health, 55(2), 293–300.

    Article  Google Scholar 

  • Yen, C. F., Kim, Y. S., Tang, T. C., Wu, Y. Y., & Cheng, C. P. (2012). Factor structure, reliability, and validity of the Chinese version of the School Bullying Experience Questionnaire. The Kaohsiung Journal of Medical Sciences, 28(9), 500–505.

    Article  PubMed  Google Scholar 

  • Zhang, W. X., Wu, J. F., & Jones, K. (1999). Revision of the Chinese version of the Olweus Child Bullying Questionnaire. Psychological Development and Education, 15(2), 7–11.

    Google Scholar 

  • Zhao, F. G., He, Z., Yuan, S. L., & Huang, X. T. (2021). Constructing the School Bullying Victims Questionnaire. Psychological Exploration, 41(1), 64–68.

    Google Scholar 

  • Zhou, Z., Tang, H., Tian, Y., Wei, H., Zhang, F., & Morrison, C. M. (2013). Cyberbullying and its risk factors among Chinese high school students. School Psychology International, 34(6), 630–647.

    Article  Google Scholar 

Download references

Acknowledgements

We wish to thank the chief editor, Professor Roger J. R. Levesque and the two reviewers. With their help, the quality of this paper has been greatly improved.

Funding

The present research is funded by Social Science Research Project of Sichuan Province (Grant No. SC21C024) to Chuanjun Liu, and funded by 2017 Beijing Social Science Fund (Grant No. 17JYC017) to Xinyuan Fu.

Author information

Authors and Affiliations

  1. Department of Sociology and Psychology, School of Public Administration, Sichuan University, No.24 South Section 1, Yihuan Road, Chengdu, 610065, China

    Zhongju Xie, Wenyi Man & Chuanjun Liu

  2. Institute of Psychology, Sichuan University, Chengdu, 610065, China

    Chuanjun Liu

  3. Department of Psychology, School of Sociology and Psychology, Central University of Finance and Economics, No. 39, Xueyuan South Road, Haidian District, Beijing, 100081, China

    Xinyuan Fu

Authors
  1. Zhongju Xie
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Wenyi Man
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Chuanjun Liu
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Xinyuan Fu
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

ZX conceived, designed and directed the study, including data collection, analysis and interpretation of data, and writing the manuscript; CL supervised and conceived of the study, critically reviewed the study design and organizational implications, and participated in the interpretation of the data; XF conceived of the study, critically reviewed the study design and organizational implications; WM assisted in reviewing literature and managing the data. All authors read and approved the final manuscript.

Corresponding authors

Correspondence to Chuanjun Liu or Xinyuan Fu.

Ethics declarations

Conflict of interest

The authors declare to have no conflict of interest.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and Permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Xie, Z., Man, W., Liu, C. et al. A PRISMA-Based Systematic Review of Measurements for School Bullying. Adolescent Res Rev 8, 219–259 (2023). https://doi.org/10.1007/s40894-022-00194-5

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40894-022-00194-5

Keywords

search

Navigation