| 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. |
Visionner les documents numériques
Faire une suggestion Affiner la rechercheDes accompagnateurs, des accompagnés in Diversité : Revue d'actualité et de réflexion pour l'action éducative, 197 (2020)
Accompagnement d’un élève en deuil (2020)
Actes du 3e congrès des chercheurs en éducation : (Re)trouver le plaisir d' enseigner et d' apprendre. Construire savoirs et compétences (2004)
