[How valid are student self-reports of bullying in schools?].
In this study we examine the reliability and validity of students' self-reports about bullying and victimization in schools. 208 5th class students of four "middle schools" in Southern Germany filled in the Bully-Victim-Questionnaire (Olweus, 1989, adapted by Lösel, Bliesener, Averbeck, 1997) and the School Climate Survey (Brockenborough, 2001) to assess the prevalence of bullying/victimization, and to evaluate attitudes towards aggression and support for victims. By using reliability and validity criteria, one third (31%) of the questionnaires was classified as "unreliable/invalid". Mean comparisons of the "unreliable/invalid" group and the "valid" group of the subscales concerning bullying/victimization found significant differences. The "unreliable/invalid" group stated higher values of bullying and victimization. Based on the "unreliable/invalid" questionnaires more students could be identified as bullies/victims or bully-victims. The prevalence of bullying/victimization in the whole sample was reduced if "unreliable/invalid" questionnaires were excluded. The results are discussed in the framework of theories about the presentation of the self ("impression management', "social desirability") and systematic response patterns ("extreme response bias").
Morbitzer
Petra
P
Universitätsklinikum Ulm, Klinik für Kinder- und Jugendpsychiatrie/-psychotherapie, Ulm.
Spröber
Nina
N
Hautzinger
Martin
M