残疾学生欺凌行为与经验量表中文版修订及信、效度评价

Reliability and validity of Bullying Behaviour and Experience Scale-Chinese Version for disabled students

目的评价中文版残疾学生欺凌行为与经验量表(BBES)的信度和效度,为该量表在中国的推广使用提供科学依据。方法采用整群抽样方法在四川省邛崃市抽取该地区全部设有特殊教育资源教室的31所义务教育学校256名"随班就读"的残疾学生进行问卷调查;采用项目分析、内部一致性信度和分半信度分析、因子分析法以及效标效度进行量表的信度和效度评价。结果中文版BBES量表在原量表基础上删除了与中国文化有差异的2个条目后共包括11个条目;项目分析结果显示,中文版BBES量表的11个条目得分与所属维度得分的相关系数为0.71～0.82(均P<0.01),量表具有较好的项目区分度;量表总体Cronbach's a系数和分半信度分别为0.87和0.74,遭受同伴侵害情况和欺凌同伴行为2个维度的Cronbach's a系数分别为0.83和0.82,量表具有较好的信度;探索性因子分析结果显示,中文版BBES量表2个公因子的累计方差贡献率为56.93%,各条目所属因子结构与原量表基本一致;验证性因子分析结果显示,中文版BBES量表的非规范拟合指标(NNFI)为0.97、比较拟合指标(CFI)为0.98、增效拟合指标(IFI)为0.98、平均概似平方误根系数(RMSEA)为0.07、标准化残差均方根指标(SRMR)为0.05;中文版BBES量表遭受同伴侵害情况和欺凌同伴行为2个维度得分和学校环境量表总分分别为(3.79±3.76)、(1.75±2.60)和(1.08±1.62)分,中文版BBES量表2个维度得分均与学校环境量表总分呈正相关(r=0.67、0.30,均P<0.01),量表具有较好的效标效度。结论中文版BBES量表在残疾学生的信度和效度指标均符合心理测量学的要求,可作为中国残疾学生校园欺凌情况的评估工具。

Objective To evaluate the reliability and validity of the Bullying Behavior and Experience Scale-Chinese Version （BBES-C） developed for disabled students and to provide evidences for its application in Chinese population.Methods We conducted a questionnaire survey among 256 disabled students selected using cluster sampling in 31 compulsory education schools with resource rooms for special education in Qionglai municipality of Sichuan province between January and March 2017. Item analysis, internal consistency reliability, split-half reliability, and criterion validity were used to analyze the reliability and validity of the BBES-C.Results There are 11 items in the BBES-C revised after 2 items being removed from the original BBES because of their inconsistency with Chinese culture. The item analysis revealed that the correlation coefficients for the total score of 11 items and their affiliated dimensions were between 0.71 to 0.82 （all P 〈 0.01）, suggesting a good discrimination for all items of BBES-C. The Cronbach＇s α coefficient was 0.87 and the split-half reliability （Spearman-Brown） was 0.74 for the BBES-C as a whole. The Cronbach＇s α coefficients for the two subscales （victimization and bullying） of the BBES-C were 0.83 and 0.82, indicating a good reliability. Exploratory factor analysis demonstrated that the factor structure of the BBES-C is consistent with that of the original BBES and the cumulated variance of the 2 common factors of the BBES-C could explain 56.93% of total variance of the scale. The confirmatory factor analysis indicated a good fitting of the BBES-C＇s measurements to the empirical data, with following indicator values：non-normed fit index （NNFI）=0.97, comparative fit index （CFI）=0.98, incremental fit index （IFI）=0.98, root mean square error of approximation （RMSEA）=0.07, standard residual root mean square （SRMR）=0.05. For all the students, the domain scores of BBES-C were 3.79±3.76 for victimization, 1.75±2.60 for bullying, and 1.08±1.62 for school environment, respectively, and the school environment score was positively correlated with victimization score （r=0.67） and bullying score （r=0.30） significantly （both P 〈 0.01）, indicating a good criterion validity of the revised scale.Conclusion The reliability and validity of the BBES-C meet the requirements of psychometrics and the scale could be used as a measuring tool to assess the situation of school bullying among students with disabilities.