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

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

School of Education

Research output: Chapter in Book / Conference Paper › Conference Paper

Abstract

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 language	English
Title of host publication	Scholarship 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
Publisher	University of Western Sydney
Number of pages	1
ISBN (Print)	1741081270
Publication status	Published - 2005
Event	University of Western Sydney. College of Arts, Education and Social Sciences Research Conference - Duration: 1 Jan 2005 → …

Conference

Conference	University of Western Sydney. College of Arts, Education and Social Sciences Research Conference
Period	1/01/05 → …

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 16 Peace, Justice and Strong Institutions

Keywords

bullying in schools
bullies
victims
categorization
self-concept
dichotomization

Cite this

Finger, L. R., Marsh, H. W., Craven, R., & Parada, R. H. (2005). Is categorisation best practice for school bully research? : an investigation into the process of dichotomisation. In Scholarship 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 University of Western Sydney.

Finger, Linda R. ; Marsh, Herbert W. ; Craven, Rhonda et al. / Is categorisation best practice for school bully research? : an investigation into the process of dichotomisation. Scholarship 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. University of Western Sydney, 2005.

@inproceedings{36d7cb1dabdc4cdfac46f3669e6a0653,

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

abstract = "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.",

keywords = "bullying in schools, bullies, victims, categorization, self-concept, dichotomization",

author = "Finger, \{Linda R.\} and Marsh, \{Herbert W.\} and Rhonda Craven and Parada, \{Roberto H.\}",

year = "2005",

language = "English",

isbn = "1741081270",

booktitle = "Scholarship 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",

publisher = "University of Western Sydney",

note = "University of Western Sydney. College of Arts, Education and Social Sciences Research Conference ; Conference date: 01-01-2005",

}

Finger, LR, Marsh, HW, Craven, R & Parada, RH 2005, Is categorisation best practice for school bully research? : an investigation into the process of dichotomisation. in Scholarship 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. University of Western Sydney, University of Western Sydney. College of Arts, Education and Social Sciences Research Conference, 1/01/05.

Is categorisation best practice for school bully research? : an investigation into the process of dichotomisation. / Finger, Linda R.; Marsh, Herbert W.; Craven, Rhonda et al.
Scholarship 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. University of Western Sydney, 2005.

Research output: Chapter in Book / Conference Paper › Conference Paper

TY - GEN

T1 - Is categorisation best practice for school bully research? : an investigation into the process of dichotomisation

AU - Finger, Linda R.

AU - Marsh, Herbert W.

AU - Craven, Rhonda

AU - Parada, Roberto H.

PY - 2005

Y1 - 2005

N2 - 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.

AB - 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.

KW - bullying in schools

KW - bullies

KW - victims

KW - categorization

KW - self-concept

KW - dichotomization

UR - http://handle.uws.edu.au:8081/1959.7/40607

M3 - Conference Paper

SN - 1741081270

BT - Scholarship 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

PB - University of Western Sydney

T2 - University of Western Sydney. College of Arts, Education and Social Sciences Research Conference

Y2 - 1 January 2005

ER -

Finger LR, Marsh HW, Craven R, Parada RH. Is categorisation best practice for school bully research? : an investigation into the process of dichotomisation. In Scholarship 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. University of Western Sydney. 2005

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

Abstract

Conference

UN SDGs

Keywords

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Cite this