French Adaptation and Validation of The Bullying Attitude Questionnaire in a sample of Primary School Teachers |
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| Affiliation: | 1. Département du développement humain et social, Université du Québec en Abitibi-Témiscamingue, Quebec, Canada;2. School of Psychology, University of Ottawa, Ontario, Canada;1. Centre de recherches sociologiques et politiques de Paris (CRESPPA), équipe Cultures et sociétés urbaines (CSU), UMR 7217 CNRS, Université Paris 8 et Université Paris-Ouest Nanterre La Défense, 59-61, rue Pouchet, 75849 Paris Cedex 17, France;2. Institut de recherche sur l’éducation : sociologie et économie de l’éducation (IREDU), EA 7318 Université de Bourgogne, Pôle AAFE – Esplanade Erasme, B.P. 26513, 21065 Dijon Cedex, France;3. Institut de recherche interdisciplinaire en sciences sociales (IRISSO), UMR 7170 CNRS et Université Paris-Dauphine, Paris Sciences et Lettres, Place du Maréchal de Lattre de Tassigny, 75775 Paris Cedex 16, France;1. Escola de Ciências Sociais, Universidade de Évora, Évora, Portugal;2. Largo dos Colegiais, 2, 7004-516 Évora, Portugal;3. CIDTFF, University of Aveiro, Aveiro, Portugal;4. Campus Universitário de Santiago, 3810-193 Aveiro, Portugal;5. Faculty of Psychology and Educational Sciences, University of Coimbra, Coimbra, Portugal;6. FPCEUC, Rua do Colégio Novo, 3001-802 Coimbra, Portugal;1. GREGOR, IAE de Paris, Paris-1-Panthéon Sorbonne, centre of research of Saint-Cyr Coëtquidan School, université Paris Sorbonne, Saint-Cyr Coëtquidan, France;2. Laboratoire de psychologie sociale (EA4471), institut de psychologie, université de Paris, Paris, France;1. Académico de Torres Vedras, Praça do Município, n°8, 2564-289 Torres Vedras, Portugal;2. Psychology for Positive Development Research Center, Universidade Lusíada Norte, Rua Lopo de Carvalho, 67, 4369-006 Porto, Portugal |
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| Abstract: | IntroductionTeachers are the most likely people to intervene in bullying situations in primary schools. An effective and inexpensive way to measure the quality of their interventions during these incidents is the hypothetical scenario. However, there is no such validated measurement tool available in French.ObjectiveThe study objective was therefore to translate, adapt, and validate The Bullying Attitude Questionnaire among francophone primary school teachers.MethodThe participants were 37 female primary school teachers who completed the adapted version of The Bullying Attitude Questionnaire, translated in French by bilingual experts, as well as other scales used as external criteria.ResultsThe translated and adapted version of The Bullying Attitude Questionnaire showed good concurrent validity. Moreover, previous study conclusions using the same measurement tool were replicated in this study.ConclusionHypothetical scenarios represent a convenient way to measure the quality of teacher's interventions in bullying situations. In line with previous studies, teachers tend to perceive relational aggression as less severe than physical and verbal aggression. In such situations, they are less empathetic toward the victims, less upset with the perpetrator, and less likely to intervene. |
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| Keywords: | The Bullying Attitude Questionnaire Translation Bullying Teachers Hypothetical Situations The Bullying Attitude Questionnaire Traduction Intimidation Harcèlement Enseignants Scénarios hypothétiques |
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