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The assessment of bystander intervention in bullying : examining measurement invariance across gender.
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Catalogue Record 78624
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Catalogue Information
Catalogue Record 78624
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Catalogue Information
Field name
Details
Nuova numerazione
78624
Collocazione
UPS BIBL CENTR 39-C-1994
Autore
JENKINS, L.N.
Titolo
The assessment of bystander intervention in bullying : examining measurement invariance across gender. Parte componente di periodico
Descrizione fisica
pp. 73-83.
Nota generale
Estratto da: Journal of School Psychology 2018, 69
Riassunto
Research on bystander intervention in bullying has indicated that prosocial helping behavior is not consistent across gender, with girls engaging in more bystander intervention; however, a search of the literature does not reveal any studies that have examined the validity of bystander intervention measurement across subpopulations. The purpose of the current study was to investigate measurement invariance across gender in both the elementary and middle school versions of the Bystander Intervention Model in Bullying measure among a sample of 682 fourth to eighth grade students (46% girls, 47% low income, 87% White). Results suggest evidence of measurement equivalence of the five-step bystander intervention model across gender in the elementary and middle school samples. Given this, there is evidence that the measure can be used for research and practical purposes in these grade levels and that comparisons between boys and girls are appropriate.
Tipo di documento
RICERCA.
Soggetto
BULLISMO.
DIFFERENZA SESSUALE.
INTERVENTO.
SCUOLA PRIMARIA.
STUDENTI.
SCUOLA SECONDARIA.
USA.
Ambito
Psicologico
Autore Secondario
FREDRICK, S.S.
NICKERSON, A.
Titolo correlato
Journal of School Psychology 2018, 69
Accesso online
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=130502327&lang=it&site=ehost-live
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