Prevalence Rates of Bullying: A Comparison Between a Definition-Based Scale and a Behavior-Based Scale

Area of Science:

• Psychology
• Criminology
• Educational Research

Background:

• Self-reported school bullying measures are categorized into definition-based and behavior-based scales.
• Definition-based measures use explicit definitions and direct questions about bullying.
• Behavior-based measures describe specific actions without using the term 'bullying'.

Purpose of the Study:

• To compare the prevalence rates of bullying perpetration and victimization between definition-based and behavior-based self-report scales.
• To evaluate the effectiveness of different measurement approaches in capturing bullying experiences.
• To provide insights into the nuances of self-reported bullying data.

Main Methods:

• A longitudinal study involving Swedish students surveyed annually over five waves (2015-2020).
• Data collected from 1,469 to 1,715 students, aged approximately 10.5 to 14.5 years.
• Students responded to both definition-based and behavior-based measurement conditions to control for individual differences.

Main Results:

• Behavior-based scales indicated significantly higher prevalence rates for both bullying perpetration and victimization compared to definition-based scales.
• The study controlled for individual differences by having participants respond to both measurement types.
• Findings highlight differences in reported bullying based on the measurement methodology.

Conclusions:

• Behavior-based scales offer a valuable tool for researchers and practitioners, capturing key elements of bullying (power imbalance, specific behaviors, repetition) without relying on potentially biasing terminology.
• Both definition-based and behavior-based self-report measures have limitations and are subject to biases, providing approximations rather than exact depictions of bullying prevalence.
• Further discussion on the pros and cons of each approach is warranted for accurate bullying assessment.