Self-reported participant role scale

Self-reported participant role scale
 Pozzoli‚ Gini & Vieno‚ 2012
مقیاس نقش حاضران در فضای زورگویی
1.    I hit or push some of my classmates
2.    I offend or give nasty nicknames to some of my classmates
3.    I exclude some classmates from the group and I spread rumours about them when they don't hear
4.    I defend the classmates who are hit or attacked hard
5.    I try to help or comfort classmates who are isolated or excluded from the group
6.    If someone teases or threatens a classmate I try to stop him/her
7.    If a classmate is hit or threatened‚ I do nothing and I don't meddle
8.    When a classmate is hit or pushed I stand by and mind my own business
9.    If I know that someone is excluded or isolated from the group I act as if nothing has happened
10.I am attacked hard hit or pushed by some classmates
11.Some classmates give me nasty nicknames or offend me
12.I know that someone spreads nasty rumours about me when I can't hear
شرح سایت روان سنجی: این مقیاس، نسخه اصلاح شده پرسشنامه رویکرد نقش شرکت کنندگان در فضای زورگویی است. سه خرده مقیاس "زورگویی (فیزیکی، کلامی و رابطه ای)"، " دفاع کردن" و "تماشگر منفعل" دارد. به نظر می رسد سه گزاره آخر را "میشل کین، 2015" در پایان نامه خود به آن افزوده است.
Type of bullying (physical‚ verbal‚ relational)‚ defending‚ passive bystanding‚
Internal consistency of the scales was measured through composite reliability (CR). For each participant‚ bullying (CR=0.76)‚ defending (CR=0.75) and passive bystanding (CR=0.76) scores were computed by averaging their answers in the three items of each subscale of the questionnaire (Pozzoli‚ & Gini. 2010)
The Cronbach Alpha score for the bully subscale was .62‚ the defender was .81‚ passive bystander was .67 and the victim was .67 (kane‚ 2015)
نمره گذاری:
Never‚ Sometimes‚ Often‚ Almost Always
چگونگی دستیابی
This instrument can be found at: Pozzoli‚ T.‚ & Gini‚ G. (2010)
منبع برای آگاهی بیشتر
Goossens‚ F. A.‚ Olthof‚ T.‚ & Dekker‚ P. H. (2006). New participant role scales: Comparison between various criteria for assigning roles and indications for their validity. Aggressive Behavior‚ 32‚ 343–357
Pozzoli‚ T.‚ & Gini‚ G. (2010). Active defending and passive bystanding behaviour in bullying. The role of personal ch‎aracteristics and perceived peer pressure. Journal of Abnormal Child Psychology‚ 38‚ 815-827.
Pozzoli‚ T.‚ Gini‚ G.‚ & Vieno‚ A. (2012). The role of individual correlates and class norms in defending and passive bystanding behaviour in bullying. A multilevel analysis. Journal of Child Development‚ 83‚ (6)‚ 1917-1931.
Kane‚ Michelle. (2015). The Relationship Between Self-Efficacy‚ Empathy and Personal Responsibility On Bullying Participant Roles. Dublin Business School‚ School of Arts. BA (Hons) in Psychology.
خرداد 1396
اسفند 1395
آبان 1395
فروردین 1394
خرداد 1393
فروردین 1393
اسفند 1392
بهمن 1392
دی 1390
آذر 1390
تیر 1390
خرداد 1390
اردیبهشت 1390
بهمن 1389
دی 1389
اردیبهشت 1389
دی 1388
آبان 1388
شهریور 1388
مرداد 1388
تیر 1388
خرداد 1388
اگر آوازت زیبا و دلنشین باشد ، حتی اگر در بیابان باشی ، کسی را خواهی یافت که به آوازت گوش فرا دهد . (؟)
کلیه حقوق به آرین آرانی متعلق است.