Measures
Bullying. We used a 6-item Czech adaptation of the most widely used self report measure of bullying and victimization–the Olweus Bully/Victim Questionnaire (Olweus, 1986). At the beginning of the questionnaire, a thorough 284 Lenka Kollerova, Pavlina Janošova,Pavel Řičan defi nition of bullying is introduced to participants. For the purpose of this study, we used the score on Item 5 as an indicator of bullying. This item asked adolescents to mark, by choosing 1 of 5 options, how oft en they had been involved in bullying other students at school during the past couple of months. The resulting score ranged from 1 to 5 with higher values indicating higher involvement in bullying others. Moral disengagement. We used a score on a Disengagement scale designed for this study. Th e scale consisted of 14 items, mostly adapted from the u-ni dimensional instrument developed by Hymel et al. (2005). Th e participants marked their agreement on a 5-point Likert scale ranging from “not at all true” to “totally true”. Each answer was scored 1 to 5 with higher scores indicating higher moral disengagement. Th e items referred to Bandura’s four moral disengagement clusters: cognitive restructuring (4 items; e.g., Sometimes it’s okay to bully.), disavowal of a sense of personal agency (3 items; e.g., It is adults’ responsibility to stop bullying.),disregarding or minimizing the injurious effects of one’s own actions (3 items; e.g., Bullying is sometimes the best way to solve a problem.), and blaming or dehumanizing the victim (4 items; e.g., The people that get bullied usually deserve it.). The instrument produced a single scale score that reached high internal consistency (Cronbach’s α = .83).
มาตรการBullying. We used a 6-item Czech adaptation of the most widely used self report measure of bullying and victimization–the Olweus Bully/Victim Questionnaire (Olweus, 1986). At the beginning of the questionnaire, a thorough 284 Lenka Kollerova, Pavlina Janošova,Pavel Řičan defi nition of bullying is introduced to participants. For the purpose of this study, we used the score on Item 5 as an indicator of bullying. This item asked adolescents to mark, by choosing 1 of 5 options, how oft en they had been involved in bullying other students at school during the past couple of months. The resulting score ranged from 1 to 5 with higher values indicating higher involvement in bullying others. Moral disengagement. We used a score on a Disengagement scale designed for this study. Th e scale consisted of 14 items, mostly adapted from the u-ni dimensional instrument developed by Hymel et al. (2005). Th e participants marked their agreement on a 5-point Likert scale ranging from “not at all true” to “totally true”. Each answer was scored 1 to 5 with higher scores indicating higher moral disengagement. Th e items referred to Bandura’s four moral disengagement clusters: cognitive restructuring (4 items; e.g., Sometimes it’s okay to bully.), disavowal of a sense of personal agency (3 items; e.g., It is adults’ responsibility to stop bullying.),disregarding or minimizing the injurious effects of one’s own actions (3 items; e.g., Bullying is sometimes the best way to solve a problem.), and blaming or dehumanizing the victim (4 items; e.g., The people that get bullied usually deserve it.). The instrument produced a single scale score that reached high internal consistency (Cronbach’s α = .83).
การแปล กรุณารอสักครู่..
![](//thimg.ilovetranslation.com/pic/loading_3.gif?v=b9814dd30c1d7c59_8619)