The Korean Journal of School Psychology 2023 KCI Impact Factor : 1.68
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pISSN : 1738-463X / eISSN : 2734-0112
- https://journal.kci.go.kr/schooljr
KJCKorea
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Potential Biasing Factors of Self-Reports of Participant Roles in School Bullying: Respondent- and Context-related Variables
- The Korean Journal of School Psychology
- Abbr : KJSP
- 2015, 12(2), pp.203-224
- DOI : 10.16983/kjsp.2015.12.2.203
- Publisher : The Korean Journal of School Psychology
- Research Area : Social Science > Psychological Science > School / Educational Psychology
최문영 1, Dong-Hyung Lee 1
1부산대학교
Accredited
ABSTRACT
In spite of its popularity, the self-report assessment of school bullying has been known susceptible to various biasing factors including respondents' individual characteristics and contextual variables. This study manipulated contextual variables (anonymous vs. confidential administration and time frames of reference) through written test instructions for 708 male and female middle school students in Korea and had them complete the self-report assessment instruments of respondents' characteristics, such as hostile attributional bias and social desirability, and participant roles in school bulling (bully, victim, follower, outsider, and defender) to explore the possibility that these respondent- and context-related variables function as potential biasing factors in self-reports of participant roles in school bullying. Correlational analyses revealed that respondent-related variables were significantly correlated with self-reports of all participant roles, while contextual variables were correlated with self-reports of only a few of the participant roles. Results of hierarchical regression analyses also showed that respondent-related variables significantly accounted for the variance in self-reports of all participant roles, controlling for the effect of gender, while contextual variables contributed only a small amount to the variance of self-reports of bulling and victimization with no contribution to self-reports of bystander roles. These findings were interpreted in the light of response biases in self-report assessment of bullying. Implications of this study for the improvement of self-report assessment practice of school bullying were discussed, and some suggestions for subsequent studies were provided.
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