| Résumé : |
Introduction
Teachers 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.
Objective
The study objective was therefore to translate, adapt, and validate The Bullying Attitude Questionnaire among francophone primary school teachers.
Method
The 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.
Results
The 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.
Conclusion
Hypothetical 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. |
trié(s) par (Pertinence décroissant(e), Titre croissant(e)) Faire une suggestion Affiner la rechercheFrench Adaptation and Validation of The Bullying Attitude Questionnaire in a sample of Primary School Teachers in European Review of Applied Psychology, Vol. 70 n° 6 (December 2020)
De l' anglais pour les psychologues (1990)
