Bullying Questionnaire (Elementary School Version & Middle School Version) – Chinese Version

Description

Olweus (1978) discovered that a substantial portion of bullying incidents in daily life occurs between two individuals. He further expanded the concept of bullying to include one-on-one attacks, indicating that bullying encompasses both individual-to-individual assaults and group-to-individual assaults. Olweus (1993) began to emphasize the repetitive nature of bullying behavior, asserting that when a student is repeatedly and persistently subjected to the negative actions of one or multiple students over time, that student is considered to be experiencing bullying. As research deepened, Olweus (1999) further defined the basic characteristics of bullying, concluding that bullying must possess three features: repetition, harmful intent, and an imbalance of power. First, bullying is a specific type of aggressive behavior aimed at intentionally harming others, making it a subset of aggressive behavior. Second, there exists an imbalance of power between the perpetrators and victims of bullying, meaning the bully holds an advantage in physical or psychological strength while the victim is in a weaker position and unable to effectively retaliate or defend themselves when bullied. Finally, bullying behavior often exhibits a pattern of repetitive occurrence, where the perpetrator regularly attacks others over a significant duration, and the victim frequently faces such attacks (Zhang Wenxin et al., 2006). Currently, most bullying researchers adopt a definition derived from Whitney and Smith (1993) based on Olweus (1993), which is viewed as the most comprehensive and accurate summary of the concept of “bullying” to date in domestic research. This definition not only reflects the harmfulness, repetitiveness, and power imbalance characteristics of bullying but also excludes fighting and quarrels between equally matched parties and benign teasing among peers from the bullying classification.

Authors and Contact Email

Chen Shiping (修订的欺凌行为问卷) information not available

Purpose

To assess bullying behaviors among elementary and middle school students as well as their involvement in such behaviors, including victims, aggressors, and bystanders.

Test Year

Information not available

Administration Method and Scoring

The revised Bullying Behavior Questionnaire (Elementary Version) consists of 22 items, divided into four subscales:
1. Friends (朋友),
2. Bullying (欺凌),
3. Being Bullied (被欺凌),
4. Bystanders (旁观).

The internal consistency coefficients for these dimensions are 0.7943, 0.5619, 0.5103, and 0.7618, respectively.

The classification criteria of being bullied is determined by responses to Items 5 and 16. For Item 5:
“Have you been bullied by other children at school this semester?”
Scoring:
1. No (没有)
2. Once or twice (有一、两次)
3. A few times (有几次)
4. About once a week (大约每周一次)
5. A few times a week (大约每周数次)

Responses of 1 or 2 classify the respondent into the control group, while responses of 3, 4, or 5 classify them into the victim group.

For Item 16:
“Have you bullied or participated in bullying other children this semester?”
Scoring:
1. I have not bullied (我没有欺负过别的小朋友)
2. Only once or twice (仅有一、两次)
3. A few times (有几次)
4. About once a week (约每周一次)
5. Several times a week (每周好几次)

Responses of 1 or 2 classify the respondent into the control group, while responses of 3, 4, or 5 classify them into the bully group. Respondents indicating 3, 4, or 5 for both Items 5 and 16 are categorized into the dual role group (bully/victim).

Reliability and Validity

Information not available

Factors and Subscales

1. 朋友 (Friends)
2. 欺凌 (Bullying)
3. 被欺凌 (Being Bullied)
4. 旁观 (Bystanders)

Keywords

Bullying, Victimization, Peer Relations, Questionnaire

Items in Chinese

1. 你是否喜欢你所在的班？
2. 你觉得学校的生活有趣吗?
3. 你在班上有没有特别要好的朋友?
4. 你是否有过这种经历：课间休息时别的小朋友都不想跟你玩，你只好一个人玩?
5. 这个学期你在学校里被别的小朋友欺负过吗?
6. 别的小朋友是怎么欺负你的?(可以选多个答案)
7. 你是在哪里被欺负过的?(可选多个答案)
8. 欺负你的小朋友是哪个班的?(可选多个答案)
9. 你是被一个小朋友欺负，还是被几个小朋友欺负?
10. 当一个小朋友在学校里被欺负时，其他小朋友是否站出来制止?
11. 你是否把你在这个学期里被别的小朋友欺负的事告诉过老师?
12. 你是否把你在这个学期里被别的小朋友欺负的事告诉过父母?
13. 你是否把你在这个学期里被别的小朋友欺负的事告诉过朋友?
14. 你在上学和放学的路上被别的小朋友欺负过吗?
15. 如果你看到一个小朋友在学校里被欺负，你会怎么办?
16. 这个学期以来你是否欺负过或参与欺负过别的小朋友?
17. 当你欺负别的小朋友时.你通常是独自一人，还是与其他小朋友一起?
18. 你通常是怎么欺负别的小朋友的?
19. 老师有没有因你欺负别的小朋友而批评你?
20. 你的爸爸、妈妈有没有因你欺负别的小朋友而批评你?
21. 你是否在上学和放学的路上欺负过别的小朋友?
22. 你会参与欺负一个你所不喜欢的小朋友吗?

Items in English

1. Do you like your class?
2. Do you find school life interesting?
3. Do you have any close friends in the class?
4. Have you ever had the experience where no other children want to play with you during recess, leaving you to play alone?
5. Have you been bullied by other children at school this semester?
6. How did other children bully you? (Multiple choices possible)
7. Where have you been bullied? (Multiple choices possible)
8. Which class are the students bullying you in? (Multiple choices possible)
9. Are you being bullied by one child or by several children?
10. When a child is bullied at school, do other children stand up to stop it?
11. Have you told a teacher about being bullied this semester?
12. Have you told your parents about being bullied this semester?
13. Have you told your friends about being bullied this semester?
14. Have you been bullied by other children on your way to and from school?
15. If you see a child being bullied at school, what will you do?
16. Have you bullied or participated in bullying other children this semester?
17. When you bully other children, do you usually do it alone or with other children?
18. How do you usually bully other children?
19. Has a teacher ever scolded you for bullying other children?
20. Have your parents ever scolded you for bullying other children?
21. Have you bullied other children on your way to and from school?
22. Would you participate in bullying a child you dislike?

References

张琼.小学校园欺凌行为及其对策研究[D].重庆师范大学,2014.李雨夕.高中生同伴关系与校园欺负的关系及其干预研究[D].西南大学,2021.DOI:10.27684/d.cnki.gxndx.2021.002579.