A Construct Validity Study of Bullying

The construct validity of the Bully/Victim Questionnaire (Olweus, 1996a) as a measure of bullying was examined. Although researchers have defined bullying and reactive aggression as two distinct types of aggression, this study examined how closely related they are using empirical data. Reports from students and teachers on measures of bullying and reactive aggression were compared for evidence of convergent validity (degree of similarity) and divergent validity (degree of difference). Comparisons of correlation coefficients indicate that convergent validity coefficients (.26 to .85) are not higher than divergent validity coefficients (.21 to .74). In addition, correlations between teachers and students differ. It is concluded that measuring bullying is problematic and that bullying and reactive aggression are highly correlated whereas teacher and student reports are not.Cet article porte sur l’évaluation de la validité conceptuelle du questionnaire Bully/Victim (Olweus, 1996a) comme mesure de l’intimidation. Les chercheurs distinguent l’intimidation de l’agressivité réactionnelle et les considèrent comme étant deux formes distinctes d’agressivité. Toutefois, cette étude puise dans des données empiriques pour démontrer à quel point les deux comportements sont liés. Nous avons analysé des rapports d’élèves et d’enseignants portant sur l’évaluation de l’intimidation et de l’agressivité réactionnelle pour en noter la validité concourante (degré de similarité) et la validité divergente (degré de différence). La comparaison des coefficients de corrélation a indiqué que les coefficients de validité concourante (de 0,26 à 0,85) ne sont pas plus élevés que les coefficients de validité divergente (de 0,21 à 0,74). De plus, les corrélations des enseignants diffèrent de celles des élèves. Nous concluons qu’il est difficile de mesurer l’intimidation, que l’intimidation et l’agressivité réactionnelle sont fortement corrélées, mais que les rapports des enseignants et des élèves ne le sont pas

The Consequential Validity of Student Ratings: What do Instructors Really Think?

This study investigates instructors’ perceptions about strengths and weaknesses of a student ratings instrument employed in their university. The sample consisted of 357 instructors in a major Canadian university where each term students are required to complete an evaluation at the end of every course. Qualitative analyses of their written responses indicate that most instructors held negative views about the ratings instrument, administration procedures, and use of results. They also reported concerns about biasing factors and the negative effect that ratings have on instructors. Few instructors provided positive comments about the validity of the ratings, the utility of ratings for the user groups, accountability, student representation, and cost efficient administration procedures. Moreover, only 25% considered ratings useful for improving teaching effectiveness

Demographic, knowledge, attitudinal, and accessibility factors associated with uptake of cervical cancer screening among women in a rural district of Tanzania: Three public policy implications

Cervical cancer is an important public health problem worldwide, which comprises approximately 12% of all cancers in women. In Tanzania, the estimated incidence rate is 30 to 40 per 100,000 women, indicating a high disease burden. Cervical cancer screening is acknowledged as currently the most effective approach for cervical cancer control, and it is associated with reduced incidence and mortality from the disease. The aim of the study was to identify the most important factors related to the uptake of cervical cancer screening among women in a rural district of Tanzania. A cross sectional study was conducted with a sample of 354 women aged 18 to 69 years residing in Moshi Rural District. A multistage sampling technique was used to randomly select eligible women. A one-hour interview was conducted with each woman in her home. The 17 questions were modified from similar questions used in previous research. Less than one quarter (22.6%) of the participants had obtained cervical cancer screening. The following characteristics, when examined separately in relation to the uptake of cervical cancer screening service, were significant: husband approval of cervical cancer screening, women's level of education, women's knowledge of cervical cancer and its prevention, women's concerns about embarrassment and pain of screening, women's preference for the sex of health provider, and women's awareness of and distance to cervical cancer screening services. When examined simultaneously in a logistic regression, we found that only knowledge of cervical cancer and its prevention (OR = 8.90, 95%CI = 2.14-16.03) and distance to the facility which provides cervical cancer screening (OR = 3.98, 95%CI = 0.18-5.10) were significantly associated with screening uptake. Based on the study findings, three recommendations are made. First, information about cervical cancer must be presented to women. Second, public education of the disease must include specific information on how to prevent it as well as screening services available. Third, it is important to provide cervical cancer screening services within 5 km of where women reside

Structural equation modeling in medical research: a primer

<p>Abstract</p> <p>Background</p> <p>Structural equation modeling (SEM) is a set of statistical techniques used to measure and analyze the relationships of observed and latent variables. Similar but more powerful than regression analyses, it examines linear causal relationships among variables, while simultaneously accounting for measurement error. The purpose of the present paper is to explicate SEM to medical and health sciences researchers and exemplify their application.</p> <p>Findings</p> <p>To facilitate its use we provide a series of steps for applying SEM to research problems. We then present three examples of how SEM has been utilized in medical and health sciences research.</p> <p>Conclusion</p> <p>When many considerations are given to research planning, SEM can provide a new perspective on analyzing data and potential for advancing research in medical and health sciences.</p

Preparing Teachers to Manage School Bullying: The Hidden Curriculum

In addition to promoting academic success, teachers' responsibilities include behavior management and socialization of their students. A common source of behavior problems teachers regularly encounter is aggression in the form of bullying. To enable them to effectively manage these behaviors, support in the form of pre-service training is required. This paper presents background information about the nature of bullying, followed by an examination of pre-service teachers' needs for more knowledge, skills, and confidence to deal with bullying. Finally, suggestions for how teacher preparation programs can provide training on bullying are provided.

Childhood victims of peer aggression: individual, familial and peer factors

Bibliography: p. 65-8