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Cited by 235Bullying, Victimization, and AggressionPsychometric Methodologies and TestingWorkplace Violence and Bullying

The DOI matches its Crossref record; 94 of the 94 references it cites were found in a registry or an index.

Construct validity of the multidimensional structure of bullying and victimization: An application of exploratory structural equation modeling.

Marsh, Herbert W., Nagengast, Benjamin, Morin, Alexandre J. S., Parada, Roberto H., Craven, Rhonda G., Hamilton, Linda R.·2011·Journal of Educational Psychology
DOI 10.1037/a0024122
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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.

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Metadata

Authors
Marsh, H. W., Nagengast, B., Morin, A. J. S., Parada, R. H., Craven, R. G., & Hamilton, L. R.
Affiliations
  • University of Oxford (GB)
  • Université de Sherbrooke (CA)
  • Western Sydney University (AU)
ORCID
Venue
Journal of Educational Psychology
Publisher
American Psychological Association (APA)
Published
2011-08
Volume
103
Issue
3
Pages
701-732
ISSN
  • 0022-0663 (ISSN-L)
  • 1939-2176
DOI
10.1037/a0024122
OpenAlex
W2004582047
Cited by
232
References
94
Citations by year
2026: 11 · 2025: 19 · 2024: 9 · 2023: 8 · 2022: 15 · 2021: 20 · 2020: 15 · 2019: 22 · 2018: 16 · 2017: 18 · 2016: 19 · 2015: 24 · 2014: 17 · 2013: 9 · 2012: 9
FWCI
15.63
Type
journal article
Language
en
Open access
closed
Locations
  • Journal of Educational Psychology (publishedVersion)
  • Research Bank (Australian Catholic University) (submittedVersion)
  • ResearchOnline@ND (The University of Notre Dame) (submittedVersion)
Funders
Australian Research Council
Topics
  • Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
  • Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
  • Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Workplace Violence and Bullying
Keywords
bullying, victimization, construct validity, multidimensional measurement, measurement invariance, differential item functioning, discriminant validity, reciprocal effects, self-concept, locus of control, depression, school students

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