Resumen de Development and Validation of a Brief Version of the European Bullying and Cyberbullying Intervention Project Questionnaires (EBIP-Q and ECIP-Q)
Ildefonso Álvarez Marín, Alicia Pérez de Albéniz Iturriaga, Beatriz Lucas Molina, Vanesa Martínez Valderrey, Eduardo Fonseca Pedrero
- español
La prevención del acoso y ciberacoso escolar requiere disponer de instrumentos de medida breves y con adecuadas propiedades psicométricas. El objetivo del presente trabajo ha sido desarrollar una versión reducida conjunta de los instrumentos European Bullying Intervention Project Questionnaire (EBIP-Q) y European Cyberbullying Intervention Project Questionnaire (ECIP-Q) para su uso en el cribado de conductas relacionadas con el acoso escolar. Método: la muestra la integran 1,777 estudiantes, de entre 14 y 18 años (M = 15.71 años; DT = 1.26), de los que el 54.1% son mujeres. Resultados: la versión reducida presenta un comportamiento psicométrico adecuado. Los coeficientes de fiabilidad estimados oscilan entre ω = .72 y ω =.82. Los análisis factoriales indican que tanto el acoso como el ciberacoso escolar se articulan en torno a dos factores: victimización y agresión. Las correlaciones entre las puntuaciones de la versiones original y reducida fueron adecuadas. El acoso y ciberacoso escolar se asoció con diferentes indicadores de ajuste socioemocional. Conclusiones: el Cuestionario Proyecto Europeo de Intervención contra el Acoso y el Ciberacoso - Breve (EBCIP-QB) parece ser un instrumento breve, sencillo y con adecuadas propiedades psicométricas para la evaluación de las conductas de acoso y ciberacoso escolar en adolescentes españoles.
- English
In order to prevent school bullying and cyberbullying, brief measurement instruments with adequate psychometric properties are required. The objective of this study was to develop a combined reduced version of the European Bullying Intervention Project Questionnaire (EBIP-Q) and the European Cyberbullying Intervention Project Questionnaire (ECIP-Q) for its use in the screening of bullying-related behaviors at school. Method: The sample consisted of 1777 students, between 14 and 18 years of age (M = 15.71; SD = 1.26), of which 54.1% were female. Results: The resulting reduced version presents adequate psychometric properties with reliability coefficients between ω = .72 and ω = .82. Factor analyses indicate that both bullying and cyberbullying are structured around two factors: victimization and aggression. The correlations between the scores of the original version and the reduced version were adequate. Bullying and cyberbullying was associated with different indicators of socioemotional adjustment. Conclusions: The European Bullying and Cyberbullying Intervention Project Questionnaire Brief version (EBCIP-QB) seems to be brief, useful, and have adequate psychometric properties for the assessment of bullying and cyberbullying in Spanish adolescents.
