教师处理欺凌行为量表中文版修订

Revision of Chinese Version of the Handling Bullying Questionnaire

目的:对教师处理欺凌行为量表(The Handling Bullying Questionnaire,HBQ)进行中文版修订,检验其信、效度及跨性别、年级、地区的测量等值性。方法:应用中文版HBQ对湖南省、安徽省的55所中小学1978名教师施测,以特拉华校园氛围量表(教工卷)(Delaware School Climate Scale-Teacher,DSCS-T)和教师自我效能感量表简版(The 12-item Short Teacher Efficacy Scale,TSE)为效标工具检验其效标关联效度,间隔四周后随机选择其中的111名教师进行重测。结果:(1)验证性因素分析结果表明,教师处理欺凌行为量表(HBQ)采用一阶五因素模型最佳,五因素模型各主要拟合指标为,CFI=0.920,TLI=0.907,SRMR=0.048,RMSEA=0.061;(2)教师处理欺凌行为量表的管教欺凌者、帮助被欺凌者、与欺凌者一起解决、寻求其他成年人的帮助、忽视等五维度得分与DSCS-T和TSE得分相关显著(P<0.01);(3)教师处理欺凌行为量表各维度的内部一致性系数在0.845~0.924之间;间隔四周后,量表各维度重测信度在0.854~0.951之间;(4)多组验证性分析结果显示,教师处理欺凌行为量表具有跨性别、跨年级、跨地区的完全等值性。结论:教师处理欺凌行为量表中文版具有良好的信效度,量表具有跨性别、跨年级和跨地区的完全等值性,可以作为评估国内中小学教师处理欺凌行为的工具。

Objective:To examine the reliability and validity of the Chinese version of The Handling Bullying Questionnaire(HBQ)among Chinese primary and middle school teachers.Methods:1978 teachers were measured,111 of whom participated the test-retest 4 weeks later.Delaware School Climate Scale-Teacher(DSCS-T)and the 12-item Short Teacher Efficacy Scale(TSE)were used as the correlation validity instrument.Results:①Confirmatory factor analysis showed that the 5 actors model achieved adequate model fits:CFI=0.920,TLI=0.907,SRMR=0.048,RMSEA=0.061;②Scores of the Disciplining the bully,Working with the victim,Working with the bully,Enlisting other adults,and Ignoring the incident correlated significantly with DSCS-T and TSE(P<0.01).③internal consistency coefficients for each of the five subscales ranged from 0.845 to 0.924.The test-retest reliability ranged from 0.854 to 0.951.④Multi-group confirmatory factor analysis indicated that the Chinese Version of The Handling Bullying Questionnaire had full invariance across gender,grades,and regions.Conclusion:The Chinese version of HBQ demonstrated sound psychometric properties.