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Assessing elementary students' bullying and related social behaviors: Cross-informant consistency across school and home environments

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  • Rupp, Shannon
  • Elliott, Stephen N.
  • Gresham, Frank M.

Abstract

The authors examined the cross-informant consistency and level of agreement of ratings on the Social Skills Improvement System (SSIS) Bullying Subscale. They explored the effectiveness of using this set of multi-informant (i.e., teacher, parent, and student) social skills rating scales with an established record of yielding reliable and valid scores to define and measure perceptions about elementary students who bully others. The study examined a sample of 112 elementary children from the SSIS national standardization sample who each received a rating regarding the frequency of their bullying behaviors by a teacher, parent, and the student himself/herself. The results showed similar findings to the existing research. Although demonstrating some overall consistency, bullying behavior scores do differ between students and across informants supporting the importance of understanding informant variance. Students showed a difference in bullying scores across informants with scores on average increasing between informants. Teacher and parent reports provided lower ratings on bullying behavior than those provided by student self-report with overall ratings remaining consistent across informants. Higher levels of consistency existed on ratings by parents and students than by teachers and students. Teachers gave higher ratings than parents did, in particular for males. An examination of study limitations and future research concludes the report.

Suggested Citation

  • Rupp, Shannon & Elliott, Stephen N. & Gresham, Frank M., 2018. "Assessing elementary students' bullying and related social behaviors: Cross-informant consistency across school and home environments," Children and Youth Services Review, Elsevier, vol. 93(C), pages 458-466.
    • Handle: RePEc:eee:cysrev:v:93:y:2018:i:c:p:458-466
    DOI: 10.1016/j.childyouth.2018.08.028
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    References listed on IDEAS

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    1. Judith D. Singer, 1998. "Using SAS PROC MIXED to Fit Multilevel Models, Hierarchical Models, and Individual Growth Models," Journal of Educational and Behavioral Statistics, , vol. 23(4), pages 323-355, December.
    2. Demaray, Michelle K. & Malecki, Christine K. & Secord, Stephanie M. & Lyell, Kelly M., 2013. "Agreement among students', teachers', and parents' perceptions of victimization by bullying," Children and Youth Services Review, Elsevier, vol. 35(12), pages 2091-2100.
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    Cited by:

    1. Baiden, Philip & LaBrenz, Catherine A. & Okine, Lucinda & Thrasher, Shawndaya & Asiedua-Baiden, Gladys, 2020. "The toxic duo: Bullying involvement and adverse childhood experiences as factors associated with school disengagement among children," Children and Youth Services Review, Elsevier, vol. 119(C).
    2. Mariana Lopes de Sousa & Maria Manuela Peixoto & Sara Figueiredo Cruz, 2021. "The Association between Externalizing and Internalizing Problems with Bullying Engagement in Adolescents: The Mediating Role of Social Skills," IJERPH, MDPI, vol. 18(19), pages 1-14, October.
    3. Amelia Vinayastri & Awaluddin Tjalla & Riyan Arthur, 2023. "Development of Early Detection Instruments of Building Intention in Elementary School Students," Technium Social Sciences Journal, Technium Science, vol. 44(1), pages 174-188, June.
    4. Zhou, Yueyue & Cheng, Yulan & Liang, Yiming & Wang, Jiazhou & Li, Changning & Du, Weijing & Liu, Yufang & Liu, Zhengkui, 2020. "Interaction status, victimization and emotional distress of left-behind children: A national survey in China," Children and Youth Services Review, Elsevier, vol. 118(C).
    5. Skrzypiec, Grace & Wyra, Mirella & Lawson, Michael J., 2023. "The confounding and problematic nexus of defined and perceived bullying," Children and Youth Services Review, Elsevier, vol. 155(C).

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