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The measurement invariance of the Personal Experiences Checklist (PECK) over time and across gender.

Noret, Nathalie ORCID: https://orcid.org/0000-0003-4393-1887, Hunter, Simon and Rasmussen, Susan (2019) The measurement invariance of the Personal Experiences Checklist (PECK) over time and across gender. In: World Anti-Bullying Forum 2019, 4th-7th June 2019, University College Dublin, Ireland.

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Abstract

Introduction: Bullying is a significant problem in schools and those who are bullied report poorer adjustment in the short- and long-term (Reijntjes et al., 2010, 2011). The personal experiences checklist (PECK) (Hunt, Peters, & Rapee, 2012) provides a multidimensional assessment of bullying experiences, and includes 32 items capturing reports of relational-verbal, cyber, physical bullying and bullying based on culture. A short, 14-item, version of the PECK has been created. The aim of this study is to test the factor structure of the short version of the PECK and to test for measurement invariance over time and across gender.

Methods: Data are being collected over three time points over three months during the 2018/19 academic year from pupils aged 11 to 14 years. The short version of the PECK is being used at time 1 and time 3, which are approximately three months apart.

Results: Data will be analysed in MPLUS using confirmatory factor analysis to test the factor structure of the scale. The data will also be analysed to test for both weak and strong factor invariance across the two-time points and across gender.

Discussion: The psychometric properties of the scale will be discussed, focusing specifically on whether the factor structure of the short version of the PECK is invariant over time. Implications for the use of the scale for the assessment of bullying and evaluation of interventions will also be discussed.

Item Type: Conference or Workshop Item (Paper)
Status: Published
Related URLs:
Subjects: B Philosophy. Psychology. Religion > BF Psychology > BF712-724.85 Developmental psychology
School/Department: School of Psychological & Social Sciences
URI: http://ray.yorksj.ac.uk/id/eprint/3958

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