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

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 satisfacto...

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Autor Principal: Cervantes Botero, Víctor H; Grupo de investigación Métodos e instrumentos para la investigación en ciencias del comportamiento, Universidad Nacional de Colombia, Bogotá
Otros Autores: Cepeda Cuervo, Edilberto; Departamento de Estadística, Universidad Nacional de Colombia, Bogotá, Corrales Bossio, Martha; Departamento de Matemáticas, Universidad Sergio Arboleda, Bogotá
Formato: info:eu-repo/semantics/article
Idioma: spa
Publicado: Pontificia Universidad Javeriana 2013
Materias:
Bullying, bullying assessment, Item Response Theory, scale anchoring, Multiple Correspondence Analysis, cluster analysis.
Acoso escolar; evaluación del acoso; teoría de respuesta al ítem; anclaje de la escala; análisis de correspondencias múltiples; análisis de clasificación
Acceso en línea: http://revistas.javeriana.edu.co/index.php/revPsycho/article/view/1723
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Sumario: 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.

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