Vol. 13 No. 2 (2014), Articles
Vol. 13 No. 2 (2014)

Analysis of a School Bullying Questionnaire Using Item Response Theory and Multiple Correspondence Analysis

Articles
Published 2013-11-26
Víctor H Cervantes Botero
Grupo de investigación Métodos e instrumentos para la investigación en ciencias del comportamiento, Universidad Nacional de Colombia, Bogotá
Edilberto Cepeda Cuervo
Departamento de Estadística, Universidad Nacional de Colombia, Bogotá
Martha Corrales Bossio
Departamento de Matemáticas, Universidad Sergio Arboleda, Bogotá
PDF (Spanish)
PDF (Spanish)

Supplementary Files

Tablas (Spanish)
Figura 1 (Spanish)
Figura 2 (Spanish)
Figura 3 (Spanish)
Figura 4 (Spanish)
Figura 5 (Spanish)
Figura 6 (Spanish)

Keywords

Bullying
bullying assessment
Item Response Theory
scale anchoring
Multiple Correspondence Analysis
cluster analysis.

How to Cite

Analysis of a School Bullying Questionnaire Using Item Response Theory and Multiple Correspondence Analysis. (2013). Universitas Psychologica, 13(2), 443-456. https://revistas.javeriana.edu.co/index.php/revPsycho/article/view/1723
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Abstract

This study presents reanalyzes of Cepeda, Pacheco, García y Piraquive (2008) data using an Item Response Theory (IRT) model and Multiple Correspondence Analysis (MCA). Both internal consistency (α = 0.96) and fit to the unidimensionality assumption (per parallel analysis) were found to be satisfactory. Coincidences between both analyses are shown. The percentage of students affected by bullying in the sample is similar to that found in other studies in Colombia. Finally, the questionnaire appears to be a valid and reliable measure of bullying.
PDF (Spanish)
PDF (Spanish)

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