Is categorisation best practice for school bully research? : an investigation into the process of dichotomisation

Linda R. Finger, Herbert W. Marsh, Rhonda Craven, Roberto H. Parada

    Research output: Chapter in Book / Conference PaperConference Paper

    Abstract

    ![CDATA[Researchers examining school bullying mostly categorise participants into either a bully or a victim role. However, is this dichotomous categorisation of participant roles salient? This study aims to explore the advantages and disadvantages of dichotomising bully and victim roles in bully research. The relations of secondary school students’ (N = 3496) self-concept, bully, and victim scores were compared and contrasted based on classifying bully and victim scores as dichotomous scores and also by treating these variables as continuous. The results suggest that bullying and victimisation are mutually reinforcing and these constructs can be more accurately examined without dichotomisation.]]
    Original languageEnglish
    Title of host publicationScholarship and Community: Papers presented at the College of Arts, Education and Social Sciences Inaugural Research Conference, University of Western Sydney, Bankstown Campus, 7 to 9 October 2005
    PublisherUniversity of Western Sydney
    Number of pages1
    ISBN (Print)1741081270
    Publication statusPublished - 2005
    EventUniversity of Western Sydney. College of Arts, Education and Social Sciences Research Conference -
    Duration: 1 Jan 2005 → …

    Conference

    ConferenceUniversity of Western Sydney. College of Arts, Education and Social Sciences Research Conference
    Period1/01/05 → …

    Keywords

    • bullying in schools
    • bullies
    • victims
    • categorization
    • self-concept
    • dichotomization

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