Research for Development and Validation on Helping Behavior of Bystanders Scale in Junior High School Students
การวิจัยเพื่อพัฒนาและประเมินเครื่องมือวัดพฤติกรรมการช่วยเหลือเพื่อนที่ถูกรังแก ในนักเรียนมัธยมศึกษาตอนต้น
by Chayanis Anusakulroj; ชญานิศ อนุสกุลโรจน์; Duchduen Bhanthumnavin; ดุจเดือน พันธุมนาวิน; National Institute of Development Administration. Graduate School of Social Development and Management Strategy
Title: | Research for Development and Validation on Helping Behavior of Bystanders Scale in Junior High School Students การวิจัยเพื่อพัฒนาและประเมินเครื่องมือวัดพฤติกรรมการช่วยเหลือเพื่อนที่ถูกรังแก ในนักเรียนมัธยมศึกษาตอนต้น |
Contributor(s): | National Institute of Development Administration. Graduate School of Social Development and Management Strategy |
Advisor: | Duchduen Bhanthumnavin
ดุจเดือน พันธุมนาวิน |
Issued date: | 7/1/2023 |
Publisher: | National Institute of Development Administration |
Abstract: |
This research aimed at constructing and validating helping behavior of bystanders scale (HBBC) in junior high school students. Two important scales were constructed namely, 1) emotional support behavior of bystander scale (ESBBS), and 2) informational support behavior of bystander scale (ISBBS). The statistical approaches were exploratory factor analysis, and confirmatory factor analysis and validation.
The samples in this study were grade 7th and 8th students in four junior high schools. Using multistage quota random sampling, the total samples were 703 junior high school students in Bangkok, consisting of 305 male students, and 398 female students.
There are four important research findings as follows:
Firstly, 40 items for each ESBBS and ISBBS were generated. They were screened by a group of experts. At this stage, only 31 items and 32 items were seclected respectively. Items were tried out. Two statistical criteria were used, i.e., t-ratio and item-total correlation. The results revealed that only 16 items for ESBBS, and 20 items for ISBBS passed these criteria.
Secondly, the selected items above of each scale were tested by exploratory factor analysis with the new group of similar samples. For ESBBS, three dimensions were emerged from EFA with the total of 10 items. These dimensions were 1) acceptance of bullying (total of 4 items), 2) ignoring situations that lead to bullying (total of 4 items), and 3) empathy for victim (total of 2 items). These three dimensions could explain the variance of ESBBS with 64.646%. After performing second order confirmatory factor analysis, it was shown the model fit with alpha reliability of 0.789, omega reliability of 0.809, and GLB reliability of 0.868.
Thirdly, for ISBBS, three-factor model also emerged from the exploratory factor analysis with the total of 10 items. These factors were 1) afraid of sharing information to prevent bullying (total of 4 items), 2) forwarding bullying information (total of 4 items), and 3) Not providing suggestions to prevent bullying (total of 2 items). These three dimensions could explain the variance of ISBBS with 64.768%. After performing second order confirmatory factor analysis, it was shown the model fit with with alpha reliability of 0.848, omega reliability of 0.853, and GLB reliability of 0.913.
Finally, the ESBBS had a positive relation with the ISBBS (r=0.862). ESBBS was also positively related to ethical communication behavior, future orientation and self-control, and bullying participant behaviors (r=0.624, 0.588 and 0.530, respectively), which supported the hypothesis. However, the non-supportive result was found with core self-evaluation (0.085). Furthermore, the ISBBS was also positively related to ethical communication behavior, future orientation and self-control, and bullying participant behaviors (r=0.664, 0.650, and 0.567, respectively), which supported the hypothesis. The non-supportive result was also found with core self-evaluation (0.102).
The newly constructed measure was validated and positively related to the standardized psychological and behavioral measures. Thus, this new scale can confidently be used in future studies and assessment in order to increase helping behaviors of bystanders relating to bullying. |
Description: |
Master of Arts (Social Development Administration) (M.A.(Social Development Administration)) |
Keyword(s): | การรังแกกัน
การวิเคราะห์องค์ประกอบ พฤติกรรมการช่วยเหลือ bullying factor analysis helping behavior |
Type: | Thesis วิทยานิพนธ์ |
Language: | th |
Rights: | National Institute of Development Administration |
URI: | https://repository.nida.ac.th/handle/662723737/6209 |
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