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Testing for Response Shift Bias in Evaluations of School Antibullying Programs
Thérèse Shaw1, Donna Cross2, Stephen R Zubrick3
1Telethon Kids Institute, The University of Western Australia, Perth, Australia therese.shaw@telethonkids.org.au.
Evaluation Review
|February 7, 2016
Summary
This study found no evidence of response shift bias in adolescent bullying involvement measures, suggesting stable student understanding over time. The Forms of Bullying Scale is applicable for longitudinal research.
Area of Science:
- Educational Psychology
- Adolescent Health
- Research Methodology
Background:
- School bullying negatively impacts student well-being.
- Antibullying programs show variable success.
- Self-reported bullying measures may be biased by response shift.
Purpose of the Study:
- Investigate response shift (reconceptualization, reprioritization, recalibration) in students post-intervention.
- Assess if students' understanding of bullying changes after an intervention.
Main Methods:
- Longitudinal group-randomized trial with 3,382 Grade 8 students.
- Compared traditional and retrospective pretest measures of bullying involvement.
- Tested measurement invariance of the Forms of Bullying Scale (FBS) over time.
Main Results:
- No evidence of response shift was detected.
- Students' understanding of bullying behavior remained stable.
- The Forms of Bullying Scale demonstrated applicability in longitudinal adolescent studies.
Conclusions:
- Response shift bias was not present in this specific intervention context.
- Researchers should consider testing for response shift in program evaluations.
- The FBS is a reliable tool for assessing bullying involvement longitudinally.
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