School Bullying Measurement: Convergence Between Self-Reported Behavior-Based, Definition-Based, and Peer-Reported Measures and Their Unique Associations with Students’ Psychosocial Adjustment

Abstract Bullying has been studied for several decades, but its measurement remains a debated issue. The two main questions are whether measures should include a definition or specific behaviors and whether self- or peer-reports should be used. However, empirical data about the convergence of the different measures and their unique associations with students’ psychosocial adjustment are lacking. This was the main goal of this study. A sample of 475 primary students completed the three most common types of bullying measures (self-reported behavior-based, self-reported definition-based, and peer-reported definition-based), and psychosocial adjustment indicators (prosocial behaviors, conduct problems, hyperactivity, emotional symptoms, peer problems, social acceptance, and social rejection). Results indicated that these three types of measures converge to some extent. Our model also revealed that self-reported behavior-based measures were more strongly associated with several students’ psychosocial adjustment indicators. Overall, our findings support the idea that researchers and practitioners should select the type of measure that best fits their specific goals and constraints.