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Daphne III

Daphne III. Revision of the Daphne II questionnaire. Main problems. Unbalance among the different sections of the questionnaire Traditional bullying less complete than cyberbullying Unbalance in the number of items concerning the different roles

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Daphne III

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  1. Daphne III Revision of the Daphne II questionnaire

  2. Main problems • Unbalanceamong the differentsectionsof the questionnaire • Traditionalbullyingless complete thancyberbullying • Unbalance in the numberofitemsconcerning the differentroles • Manyquestionsfor the victims and the bystanders, only 1 for the bully!

  3. Items’ distribution

  4. Ambiguous formulations in some items • E.g. in the list of feelings, behaviors mixed with emotions • Too long and repetitive the parts concerning the participant roles behavior (in cyberbullying sections) • Bystander with bully • Bystander with victim • Bystander alone

  5. No “filterquestions”: • the “I didnotwasa…” item appearsmanytimes and thisincreasesmistakes. • Toofewquestionsregardingpossible IV • Arbitraryreductionof the Loneliness scale and SEQ whichreducedvalidityof the constructs • School clima: • threepointsforevaluations don’t allowinferentialstatistics.

  6. Theoretical problems • Howtoexplore the possible link betweenindirectbullying and cyberbullying? • Howtoexplore the mixeduseof mobile/internet, since the smartphones are noweasilyconnectedto internet? • Howtodifferentiatebetweenformswhich include a public denigrationfromother electronic formsofharrassmentwhich don’t include thischaracteristic?

  7. Aims for a revision • To reduce the number of errors by making the questionnaire easier and more “immediate”: • Insert filter questions • Reformulate ambiguous items • Reduce the number of questions

  8. To increase the validity of measures • Re-balance the number of questions for each section; • Re-balance the number of questions for each role • Design more homogeneous questions for comparing the answers for each role

  9. More…. • Adopt the reduced (not the reduced-reduced) scale for LLCA and SEQ as validated by Melotti. • In the school clima: adopt a 5 points Likert scale.

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