Adaptation and validation of the CUVE3-EP questionnaire for the assessment of school violence in Dominican Republic primary schools

  • David Álvarez-García Universidad de Oviedo http://orcid.org/0000-0002-7460-497X
  • Josefina-Margarita Mercedes Instituto Superior de Formación Docente Salomé Ureña
  • Francisco-Javier Rodríguez Universidad de Oviedo
  • José-Carlos Núñez Universidad de Oviedo
Keywords: School violence, assessment, students, Primary Education, Dominican Republic

Abstract

The aim of this work was to design and validate an adapted to Dominican Republic primary schools version of the CUVE3-EP questionnaire (Álvarez-García, Núñez & Dobarro, 2012). The questionnaire was applied to 1945 fifth-, sixth-, seventh- and eighth-grade students (aged from 11 to 17 years), from 14 primary schools in Santo Domingo. Confirmatory factor analyses show that the seven-factor model (verbal violence among students, student verbal violence against teachers, direct physical violence and threats among students, indirect physical violence by students, social exclusion among students, disruptive behavior in the classroom, and teacher violence against students) offers a significantly better fit than the other models tested. After examining its psychometric properties, it was concluded that the presented version of the CUVE3-EP is a reliable and valid measure for the assessment of school violence in Dominican Republic primary schools. 

Downloads

Download data is not yet available.

References

Álvarez-García, D., Dobarro, A., Rodríguez, C., Núñez, J.C., y Álvarez, L. (2013). El consenso de normas de aula y su relación con bajos niveles de violencia escolar. Infancia y Aprendizaje, 36(2), 199-218. doi: 10.1174/021037013806196229

Álvarez-García, D., Núñez, J.C., Álvarez, L., Dobarro, A., Rodríguez, C., y González-Castro, P. (2011). Violencia a través de las tecnologías de la información y la comunicación en estudiantes de secundaria. Anales de Psicología, 27(1), 221-231.

Álvarez-García, D., Núñez, J.C., y Dobarro, A. (2012). CUVE3. Cuestionario de Violencia Escolar – 3. Barakaldo: Albor-Cohs.

Álvarez-García, D., Núñez, J.C., y Dobarro, A. (2013). Cuestionarios para evaluar la violencia escolar en Educación Primaria y en Educación Secundaria: CUVE3-EP y CUVE3-ESO. Apuntes de Psicología, 31(2), 191-202.

Anderson, A.R., Christenson, S.L., Sinclair, M.F., y Lehr, C.A. (2004). Check & Connect: The importance of relationships for promoting engagement with school. Journal of School Psychology, 42, 95-113. doi: 10.1016/j.jsp.2004.01.002

Anderson, S., y Hunter, S.C. (2012). Cognitive appraisals, emotional reactions, and their associations with three forms of peer-victimization. Psicothema, 24(4), 621-627.

Bentler, P.M. (2013). EQS 6.2 for Windows (Build 105)- Structural Equation Modeling Software. Encino, CA: Multivariate Software, Inc.

Bollen, K.A. (1989). Structural Equations with Latent Variables. New York: John Wiley & Sons, Inc.

Boulton, M.J. (2013). Associations between adults' recalled childhood bullying victimization, current social anxiety, coping, and self-blame: evidence for moderation and indirect effects. Anxiety, Stress & Coping, 26(3), 270-292. doi: 10.1080/10615806.2012.662499

Buhs, E. S., Ladd, G. W., y Herald, S. L. (2006). Peer exclusion and victimization: processes that mediate the relation between peer group rejection and children’s classroom engagement and achievement? Journal of Educational Psychology, 98(1), 1-13. doi: 10.1037/0022-0663.98.1.1

Cabrera-Nguyen, P. (2010). Author guidelines for reporting scale development and validation results in the Journal of the Society for Social Work and Research. Journal of the Society for Social Work and Research, 1(2), 99-103. doi: 10.5243/jsswr.2010.8

Cerezo, F., y Ato, M. (2010). Social status, gender, classroom climate and bullying among adolescents pupils. Anales de Psicología, 26(1), 137-144.

Cerezo, F., y Méndez, I. (2012). Conductas de riesgo social y de salud en adolescentes. Propuesta de intervención contextualizada para un caso de bullying. Anales de Psicología, 28(3), 705-719. doi: 10.6018/analesps.28.3.156001

Defensor del Pueblo-UNICEF (2007). Violencia escolar: el maltrato entre iguales en la Educación Secundaria Obligatoria 1999-2006. Madrid: Publicaciones de la Oficina del Defensor del Pueblo.

Del Rey, R., Elipe, P., y Ortega, R. (2012). Bullying and cyberbullying: overlapping and predictive value of the co-occurrence. Psicothema, 24(4), 608-613.

Díaz-Aguado, M.J., y Martínez, R. (2013). Peer bullying and disruption-coercion escalations in student-teacher relationship. Psicothema, 25(2), 206-213. doi: 10.7334/psicothema2012.312

Eljach, S. (2011). Violencia escolar en América Latina y el Caribe: Superficie y fondo. Panamá: Plan-UNICEF.

Farrington, D.P., Ttoffi, M.M., y Lösel, F. (2011). School bullying and later criminal offending. Criminal Behaviour and Mental Health, 21(2), 77–79. doi: 10.1002/cbm.807

Fernet, C., Guay, F., Senécal, C., y Austin, S. (2012). Predicting intraindi-vidual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching & Teacher Education. 28(4), 514-525.

Gibson, D. (2007). The association of students´ academic efficacy, achievement goal orientation, and teacher rapport with disruptive behavior in the classroom. Dissertation Abstracts International Section A: Humanities and Social Sciences, 67(8-A), 2879.

Giliberti, L. (2013). Sistema educativo, jóvenes y desigualdades sociales: un estudio sobre la escuela dominicana. Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 11(1), 151-162. doi: 10.11600/1692715x.1119260912

Grewal, R., Cote, J.A., y Baumgartner, H. (2004). Multicollinearity and measurement error in Structural Equation Models: implications for theory testing. Marketing Science, 23(4), 519–529. doi: 10.1287/mksc.1040.0070

Guhn, M., Schonert-Reichl, K.A., Gadermann, A.M., Hymel, S., y Hertz-man, C. (2013). A population study of victimization, relationships, and well-being in middle childhood. Journal of Happiness Studies, 14(5), 1529-1541. doi: 10.1007/s10902-012-9393-8

Hair, J.F., Black, W.C., Babin, B.J., y Anderson, R. E. (2010). Multivariate data analysis (7th Ed.). NJ: Prentice-Hall.

Hamburger, M.E., Basile, K.C., y Vivolo, A.M. (2011). Measuring bullying victimization, perpetration, and bystander experiences: a compendium of assessment tools. Atlanta, GA: Centers for Disease Control and Prevention, National Center for Injury Prevention and Control.

Herrero, J., Estévez, E., y Musitu, G. (2006). The relationships of adolescent school-related deviant behaviour and victimization with psychological distress: Testing a general model of the mediational role of parents and teachers across groups of gender and age. Journal of Adolescence, 29, 671–690.

Hoyle, R.H. (2012). Handbook of Structural Equation Modeling. New York: The Guilford Press.

Hu, L., y Bentler, P.M. (1999). Cutoff criteria for fit indexes in covari-ance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. doi: 10.1080/10705519909540118

Klomek, A.B., Sourander, A., y Gould, M. (2010). The association of suicide and bullying in childhood to young adulthood: a review of cross-sectional and longitudinal research findings. Canadian Journal of Psychiatry, 55(5), 282-288.

Kokko, K., Tremblay, R.E., Lacourse, E., Nagin, D.S., y Vitaro, F. (2006). Trajectories of prosocial behavior and physical aggression in middle childhood: links to adolescent school dropout and physical violence. Journal of Research on Adolescence, 16(3), 403-428. doi: 10.1111/j.1532-7795.2006.00500.x

Lacey, A., y Cornell, D. (2013). The impact of teasing and bullying on schoolwide academic performance. Journal of Applied School Psychology. 29(3), 262-283. doi: 10.1080/15377903.2013.806883

Ma, L. (2008). The development of academic competence among adolescents who bully and who are bullied. Dissertation Abstracts International: Section B: The Sciences and Engineering, 68(7-B), 4866.

Matsunaga, M. (2010). How to factor-analyze your data right: do's, don'ts, and how-to´s. International Journal of Psychological Research, 3(1), 97-110.

Moriana, J.A., y Herruzo, J. (2004). Estrés y burnout en profesores. International Journal of Clinical and Health Psychology, 4(3), 597-621.

Ortega, R., y Núñez, J.C. (2012). Bullying and cyberbullying: research and intervention at school and social contexts. Psicothema, 24(4), 603-607.

Peralta, F. J., Sánchez, M. D., De la Fuente, J., y Trianes, M. V. (2007). Cuestionario de Evaluación de Problemas de Convivencia Escolar, CPCE. Madrid: EOS.

Pérez-Fuentes, M.C., Gázquez, J.J., Fernández-Baena, R.J., y Molero, M.M. (2011). Análisis de las publicaciones sobre convivencia esco-lar en una muestra de revistas de Educación en la última década. Aula Abierta, 39(2), 81-90.

Piñero-Ruiz, E., López-Espín, J.J., Cerezo, F., y Torres-Cantero, A.M. (2012). Tamaño de la fratría y victimización escolar. Anales de Psicología, 28(3), 842-847. doi: 10.6018/analesps.28.3.156091

Piñuel, I., y Oñate, A. (2006). AVE. Acoso y Violencia Escolar. Madrid: TEA.

Román, M. y Murillo, F.J. (2011). América Latina: violencia entre estudiantes y desempeño escolar. Revista CEPAL, 104, 37-54.

Ruiz, M.A., Pardo, A., y San Martín, R. (2010). Modelos de ecuaciones estructurales. Papeles del Psicólogo, 31(1), 34-45.

Sánchez, V., Ortega, R., y Menesini, E. (2012). La competencia emocio-nal de agresores y víctimas del bullying. Anales de Psicología, 28(1), 71-82.

Schwartz, D., Kelly, B., y Duong, M. (2013). Do Academically-Engaged Adolescents Experience Social Sanctions from the Peer Group? Journal of Youth and Adolescence, 42(9), 1319-1330. doi: 10.1007/s10964-012-9882-4

Sijtsma, K. (2009). On the use, misuse, and the very limited usefulness of Cronbach’s Alpha. Psychometrika, 74(1), 107-120. doi: 10.1007/s11336-008-9101-0

Strøm, I.F., Thoresen, S., Wentzel-Larsen, T., y Dyb, G. (2013). Violence, bullying and academic achievement: A study of 15-year-old adolescents and their school environment. Child Abuse & Neglect, 37(4), 243-251. doi: 10.1016/j.chiabu.2012.10.010

Torregrosa, M.S., Inglés, C.J., Estévez-López, E., Musitu, G., y García-Fernández, J.M. (2011). Evaluación de la conducta violenta en la adolescencia: revisión de cuestionarios, inventarios y escalas en población española. Aula Abierta, 39(1), 37-50.

Totura, C.M., Green, A.E., Karver, M.S., y Gesten, E.L. (2009). Multiple informants in the assessment of psychological, behavioral, and academic correlates of bullying and victimization in middle school. Journal of Adolescence, 32, 193-211. doi: 10.1016/j.adolescence.2008.04.005

Vargas, T. (2010). Violencia en la escuela. Estudio Cualitativo 2008-2009. San-to Domingo: Plan República Dominicana.

Volpe, R. J., y Briesch, A. (2012). Generalizability and dependability of single-item and multiple-item direct behavior rating scales for en-gagement and disruptive behavior. School Psychology Review, 41(3), 246-261.

Published
16-09-2015
How to Cite
Álvarez-García, D., Mercedes, J.-M., Rodríguez, F.-J., & Núñez, J.-C. (2015). Adaptation and validation of the CUVE3-EP questionnaire for the assessment of school violence in Dominican Republic primary schools. Anales De Psicología / Annals of Psychology, 31(3), 859-868. https://doi.org/10.6018/analesps.31.3.186481
Section
Developmental and Educational Psychology

Most read articles by the same author(s)