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The Questionnaire on School Bullying

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Erika Figula- Ferenc Margitics -
Zsuzsa Pauwlik

The
Questionnaire
on
School Bullying
Handbook
 The Questionnaire on School Bullying
/handbook/

Written by: Erika Figula PhD., Ferenc Margitics

PhD., Zsuzsa Pauwlik PhD.
(figula.erika@nye.hu)
Edited and published by: Ervin K. Kery
(editor@kery.org)

(c) 2019 Figula Erika PhD, Ferenc Margitics

PhD., Zsuzsa Pauwlik PhD.

ISBN-13: 9781690814375

All rights reserved.

No part of this book may be reproduced or

transmitted in any form without permission
from the publisher.
(Email: publishing@kery.org)

2019.
 CONTENTS

Preface .............................................................. 5
Information About the Questionnaire on
School Bullying ................................................ 6
Psychometric Characteristics of the
Questionnaire .................................................... 9
Standardization of the Questionnaire ............. 20
The Filling Out and the Evaluation of the
Questionnaire .................................................. 31
Fields of Application of the Questionnaire..... 35
The Questionnaire on School Bullying .......... 36
 The Questionnaire on School Bullying /handbook/

PREFACE
Our research group established by the Department of
Psychology at the College of Nyíregyháza investigates
the phenomena of school bullying and harassment. The
term ‘school bullying’ covers behaviour where the
aggressive act has no obvious cause (non-reactive
aggression).

We set as an objective to elaborate a measuring tool

that provides assistance for experts in identifying the
different types of violent behaviour and conduct
patterns in school praxis, as well as in differentiating
within these types.

Our research focuses on the question of what kind of

background factors might lie behind the aggressive
attitude and behaviour patterns of school bullying
among upper school primary school students and high
school students (bully, victim, bystander, intervener
participant and helper participant).

During our research, we charted those background

factors which help to understand the process of the
development of bully, victim, participant and bystander
behaviour patterns, as well as how they allow the
development of various options for preserving effective
mental health.

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 The Questionnaire on School Bullying /handbook/

INFORMATION ABOUT THE

QUESTIONNAIRE ON SCHOOL
BULLYING
The Questionnaire on School Bullying, with
its 70 ‘Hardly ever, Sometimes, Often,
Almost always’ options, reveals the
phenomena of violence and harassment
among pupils in everyday school life in
terms of five dimensions.

These dimensions are the following:

 Victim
 Bully
 Bystander
 Intervener participant
 Helper participant

Except for the Intervener participant, scale

each dimension comprises further subscales.
(Chart 1.)
Chart 1. Dimensions of the
Questionnaire on School Bullying and the
subscales of the dimensions

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 The Questionnaire on School Bullying /handbook/

Scales and Subscales of the Number of

Questionnaire on School items
Bullying
Victim Scale 33
Cognitive Subscale 15
(apperception and
assimilation of the insult)
Affective Subscale 12
(emotional effect of the
insult)
Physical reaction Subscale 3
(bodily reaction to the
insult)
Lack of social support 3
Subscale (refusal to help
by the class community)
Intervener participant Scale 3
Helper participant Scale 8
Reconciling interposition 3
Subscale
Interposition appealing for 2
help Subscale
Affective Subscale (inner 3
tension in relation to the
violence)

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 The Questionnaire on School Bullying /handbook/

Bystander Scale 9
Keeping one’s distance 6
Subscale
Fear Subscale 3
Bully Scale 17
Physical aggression 4
Subscale
Verbal aggression Subscale 5
Exclusion Subscale 5
Positive profit Subscale 3
(benefit of the assault)

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 The Questionnaire on School Bullying /handbook/

PSYCHOMETRIC
CHARACTERISTICS OF THE
QUESTIONNAIRE
As for the design of the questionnaire, the
first – according to research by Olweus - step
was to define the three constituents (victim,
bully and bystander) who are measured by
the scales.

For the operational definition of the

constituents we created various statements
(68 statements referring to the victim, 53 to
the bully and 40 to the bystander).

This primary questionnaire comprising 161

statements was tested on a post-primary
educational sample of 160 young people (80
girls and 80 boys). We checked the
distribution of the answers to each statement
and the item-remainder correlation of the
scales.

During the item analysis we only kept the

most reliable statements (44 statements
referring to the victim, 23 to the bully and 23
to the bystander).

The reliability indicators of the final version

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 The Questionnaire on School Bullying /handbook/

(scale homogeneity) were tested on a sample

of 1365 young people (731 girls and 634
boys).

The distribution of the sample in terms of

school types is as follows:

 Post-primary education at elementary

schools: 905 people (423 girls and
482 boys)
 Secondary schools: 460 people (308
girls and 152 boys)

The distribution of the sample in terms of places

of residence is as follows:

 Nyíregyháza: 401 people

 Budapest: 231 people
 Small town (population below
20,000): 600 people
 Village (population below 5000): 133
people

During the data processing of the

Questionnaire on School Bullying, we first
implemented the analysis of the principal
constituents for each group of questions.

The objective was to identify the principal

and sub-dimensions where the structures of

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 The Questionnaire on School Bullying /handbook/

the answers entail the least loss of

information, those that can be characterized
the most adequately in accordance with the
real contents structure, and the questions that
are of crucial importance in the
characterization of each dimension.

During this phase, we endeavoured to have

the greatest total variance (at least 40%
should be covered by the model) and to
eliminate any questions that:

 Reduce the Cronbach-alpha of the

subscale they belong to
 Are of lesser importance in the model
(communality < 0.25)
 Do not favour adequately the distinc-
tions among the subscales (We at-
tempted to preserve questions that
exercise at least twice as much influ-
ence in one subscale as in any other).

We only find those subscales suitable for

further investigation whose Cronbach-alpha
reached 0.7-0.9.
The temporal validity of the scales and
subscales was examined for a two week
period on a post-primary educational sample
of 140 young people (70 girls and 70 boys)
(Chart 2).

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 The Questionnaire on School Bullying /handbook/

Chart 2. Reliability Indices of the

Questionnaire on School Bullying
Scales and Cronbach- Test-
Subscales of alfa retest
the (n=1365) (n=140)
Questionnaire
on School
Bullying
Victim Scale 0.886 0.83
Cognitive 0.879 0.83
Subscale
(apperception
and
assimilation
of the insult)
Affective 0.898 0.84
Subscale
(emotional
effect of the
insult)
Physical 0.747 0.81
reaction
Subscale
(bodily
reaction to
the insult)

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 The Questionnaire on School Bullying /handbook/

Lack of 0.823 0.88

social
support
Subscale
(refusal to
help by the
class
community)
Intervener 0.769 0.79
participant
Scale
Helper 0.743 0.82
participant
Scale
Reconciling 0.703 0.80
interposition
Subscale
Interposition 0.772 0.81
appealing for
help
Subscale
Affective 0.723 0.84
Subscale
(inner
tension in
relation to
the violence)

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 The Questionnaire on School Bullying /handbook/

Bystander 0.722 0.80

Scale
Keeping 0.732 0.81
one’s
distance
Subscale
Fear 0.716 0.79
Subscale
Bully Scale 0.796 0.84
Physical 0.819 0.86
aggression
Subscale
Verbal 0.841 0.87
aggression
Subscale
Exclusion 0.765 0.81
Subscale
Positive 0.754 0.80
profit
Subscale
(benefit of
the assault)

In the subsequent part of the research, in the

group of questions related to the victim,
bystander and bully categories, factor
analyses (varimax rotation) were carried out.

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 The Questionnaire on School Bullying /handbook/

During the factor analysis carried out in the

case of the victim question group, subscales
were arranged into one factor (eigenvalue:
2.714), explaining 69% of the variance
(Chart 3).
Chart 3. Structuring of the Victim
Subscales of the Questionnaire on School
Bullying on the basis of the Factor
Analysis
Subscales of Victim Factor
Scale
Cognitive .866
(apperception and
assimilation of the
insult)
Affective (emotional .807
effect of the insult)
Physical reaction .446
(bodily reaction to
the insult)
Shortage of social .496
support (refusal to
help by the class
community)

During the factor analysis carried out in the

case of the bystander question group,
subscales were arranged into three factors,
explaining 75.4 % of the variance (Chart 4).

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 The Questionnaire on School Bullying /handbook/

Chart 4. Structuring of the Bystander

Subscales of the Questionnaire on School
Bullying on the basis of the Factor
Analysis
Subscales Factors
of Factor Factor Factor
Bystander 1 2 3
Scale
Intervener .842
participant
Reconciling .713
interposition
Interposition .786
appealing
for help
Affective .548
(inner
tension in
relation to
the
violence)
Keeping .771
one’s
distance
Fear .726

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 The Questionnaire on School Bullying /handbook/

The first factor (eigenvalue: 2.106), which

explained 35.6 % of the variance, included
the subscales of intervener participant.

The second factor (eigenvalue: 1.824), which

explained 26.4 % of the variance, included
the reconciling interposition, the
interposition appealing for help and the
affective subscales.

The third factor (eigenvalue: 1.153), which

explained 13.4 % of the variance, contained
the subscales of fear and keeping one’s
distance.

The bystander question group was arranged

into three main scales:

 Intervener Participant Scale equals

Intervener Participant Subscale
 Reconciling interposition, Interposi-
tion appealing for help and affective
(inner tension in relation to the vio-
lence) subscales constitute the Helper
Participant Scale.
 Keeping one’s distance and fear con-
stitute the Bystander Scale

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 The Questionnaire on School Bullying /handbook/

During the factor analysis carried out in the

case of the bully question group, subscales
were arranged into one factor (eigenvalue:
2.468), explaining 62.3 % of the variance
(Chart 5).

Chart 5. Structuring of the Bully

Subscales of the Questionnaire on School
Bullying on the basis of the Factor
Analysis
Subscales of Factor
Bully Scale
Physical .802
aggression
Verbal .878
aggression
Exclusion .643
Positive .664
profit (benefit of
the assault)

So the factor which emerged was called the

Bully Scale in the questionnaire.

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 The Questionnaire on School Bullying /handbook/

In this way, we arrived at the final

number of the statements used in the
different groups of questions (33 statements
referring to the victim, 17 referring to the
bully, 3 to the associative interposition, 8 to
the adjuvant interposition, and 9 to the
bystander).

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 The Questionnaire on School Bullying /handbook/

STANDARDIZATION OF THE
QUESTIONNAIRE
The standardization of the questionnaire was
implemented in accordance with the different
age groups. During the standardization, we
examined the following age groups:

 11-12 years: 410 individuals (205

girls and 205 boys)
 13-14 years: 446 individuals (205
girls and 241 boys)
 15-16 years: 259 individuals (153
girls and 106 boys)
 17-19 years: 250 individuals (165
girls and 85 boys)

In the 11-12 year old age group, chart 6

shows the standards of the scales and
subscales of Questionnaire on School
Bullying.

Chart 6. The age grade from 11 to 12:

Standards Relevant to the individual Scale
and Sub-scale of the Questionnaire on
School Bullying

- 20 -
 The Questionnaire on School Bullying /handbook/

Scales and Girls Boys

Subscales of the (N=205) (N=205)
Questionnaire Mean Standard Mean Standard
on School Value Deviation Value Deviation
Bullying
Victim Scale 16.47 13.72 16.93 13.92
Cognitive 7.24 7.11 7.97 7.17
Subscale
(apperception
and
assimilation
of the insult)
Affective 6.86 6.98 5.60 6.87
Subscale
(emotional
effect of the
insult)
Physical 0.64 1.59 1.10 1.94
reaction
Subscale
(bodily
reaction to
the insult)
Lack of 1.82 2.16 2.20 2.43
social
support
Subscale
(refusal to
help by the
class
community)
Intervener 0.85 1.88 2.52 2.89
participant
Scale

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 The Questionnaire on School Bullying /handbook/

Helper 9.69 5.12 7.85 5.09

participant
Scale
Reconciling 4.24 2.58 3.63 2.58
interposition
Subscale
Interposition 2.34 1.92 1.71 1.86
appealing for
help
Subscale
Affective 3.13 2.29 2.51 2.30
Subscale
(inner
tension in
relation to
the violence)
Bystander Scale 6.41 5.81 6.65 5.36
Keeping 5.04 4.69 5.49 4.26
one’s
distance
Subscale
Fear 1.41 1.96 1.20 2.07
Subscale
Bully Scale 7.72 7.16 12.11 9.36
Physical 1.11 2.09 1.75 2.19
aggression
Subscale
Verbal 2.14 2.87 3.84 3.88
aggression
Subscale
Exclusion 3.72 3.14 4.62 3.73
Subscale

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 The Questionnaire on School Bullying /handbook/

Positive profit 0.83 1.69 1.94 2.38

Subscale
(benefit of the
assault)

In the 13-14 year old age group, chart 7

shows the standards of the scales and
subscales of Questionnaire on School
Bullying.

Chart 7. The age grade from 13 to 14:

Standards Relevant to the individual Scale
and Sub-scale of the Questionnaire on
School Bullying
Scales and Girls Boys
Subscales of the (N=205) (N=241)
Questionnaire Mean Standard Mean Standard
on School Value Deviation Value Deviation
Bullying
Victim Scale 16.08 13.00 13.88 12.51
Cognitive 6.59 6.77 6.64 6.87
Subscale
(apperception
and
assimilation
of the insult)
Affective 7.24 6.96 4.32 5.37
Subscale
(emotional
effect of the
insult)
Physical 0.64 1.31 0.99 1.75
reaction
Subscale
(bodily

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 The Questionnaire on School Bullying /handbook/

reaction to
the insult)

Lack of 1.61 2.13 1.92 2.44

social
support
Subscale
(refusal to
help by the
class
community)
Intervener 0.63 1.57 2.64 2.90
participant
Scale
Helper 9.76 5.06 7.53 5.01
participant
Scale
Reconciling 4.47 2.55 3.42 2.57
interposition
Subscale
Interposition 1.95 1.94 1.34 1.68
appealing for
help
Subscale
Affective 3.34 2.36 2.74 2.34
Subscale
(inner
tension in
view of the
violence)
Bystander Scale 6.17 4.38 5.98 4.62
Keeping 4.91 3.67 5.12 3.971.30
one’s
distance
Subscale

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 The Questionnaire on School Bullying /handbook/

Fear 1.30 1.84 0.87 1.76

Subscale
Bully Scale 6.90 6.14 9.77 7.98
Physical 0.59 1.13 1.61 2.30
aggression
Subscale
Verbal 2.28 2.58 3.39 3.26
aggression
Subscale
Exclusion 3.33 3.35 3.36 3.34
Subscale
Positive 0.70 1.46 1.50 1.99
profit
Subscale
(benefit of
the assault)

In the 15-16 year old age group, chart 8

shows the standards of the scales and
subscales of Questionnaire on School
Bullying.

Chart 8. The age grade from 15 to 16:

Standards Relevant to the individual Scale
and Sub-scale of the Questionnaire on
School Bullying

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 The Questionnaire on School Bullying /handbook/

Scales and Girls Boys

Subscales of the (N=153) (N=106)
Questionnaire Mean Standard Mean Standard
on School Value Deviation Value Deviation
Bullying
Victim Scale 14.58 11.92 11.81 13.02
Cognitive 4.85 5.54 4.97 6.00
Subscale
(apperception
and
assimilation
of the insult)
Affective 7.52 7.07 3.56 5.83
Subscale
(emotional
effect of the
insult)
Physical 0.84 1.36 1.17 1.91
reaction
Subscale
(bodily
reaction to
the insult)
Lack of 1.38 1.87 2.11 2.65
social
support
Subscale
(refusal to
help by the
class
community)
Intervener 1.16 2.15 3.08 2.95
participant
Scale
Helper 8.81 5.27 5.88 4.01
participant

- 26 -
 The Questionnaire on School Bullying /handbook/

Scale
Reconciling 3.95 2.78 3.00 2.55
interposition
Subscale
Interposition 0.93 1.46 0.49 0.92
appealing for
help
Subscale
Affective 3.92 2.52 2.37 2.22
Subscale
(inner
tension in
relation to
the violence)
Bystander Scale 5.22 4.61 4.79 4.47
Keeping 4.32 3.79 3.93 3.65
one’s
distance
Subscale
Fear 0.89 1.62 0.85 1.71
Subscale
Bully Scale 7.81 7.79 10.87 8.96
Physical 0.79 2.26 1.75 2.53
aggression
Subscale
Verbal 2.68 3.48 3.89 3.92
aggression
Subscale
Exclusion 3.46 2.78 3.53 3.55
Subscale

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 The Questionnaire on School Bullying /handbook/

Positive 0.91 1.65 1.88 2.29

profit
Subscale
(benefit of
the assault)

In the 17-19 year old age group, chart 9

shows the standards of the scales and
subscales of Questionnaire on School
Bullying.

Chart 9. The age grade from 17 to 19:

Standards Relevant to the individual Scale
and Sub-scale of the Questionnaire on
School Bullying
Scales and Girls Boys
Subscales of the (N=165) (N=85)
Questionnaire Mean Standard Mean Standard
on School Value Deviation Value Deviation
Bullying
Victim Scale 15.09 15.51 13.09 15.08
Cognitive 5.04 7.31 6.12 7.93
Subscale
(apperception
and
assimilation
of the insult)
Affective 7.88 7.83 4.16 5.75
Subscale
(emotional
effect of the
insult)

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 The Questionnaire on School Bullying /handbook/

Physical 1.00 1.94 1.04 2.10

reaction
Subscale
(bodily
reaction to
the insult)
Lack of 2.01 2.23 1.74 2.31
social
support
Subscale
(refusal to
help by the
class
community)

Intervener 1.07 2.04 3.01 2.91

participant
Scale
Helper 8.50 4.65 6.97 4.66
participant
Scale
Reconciling 3.60 2.59 3.67 2.76
interposition
Subscale
Interposition 1.04 1.55 0.66 1.47
appealing for
help
Subscale
Affective 3.85 2.54 2.76 2.06
Subscale
(inner
tension in
relation to
the violence)

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 The Questionnaire on School Bullying /handbook/

Bystander Scale 5.37 4.88 4.75 4.83

Keeping 4.22 3.73 4.00 3.95
one’s
distance
Subscale
Fear 1.14 1.91 0.75 1.41
Subscale
Bully Scale 7.36 6.92 10.41 10.29
Physical 0.65 1.73 1.74 2.79
aggression
Subscale
Verbal 2.41 2.79 4.16 3.86
aggression
Subscale
Exclusion 3.50 3.51 3.16 3.47
Subscale
Positive 0.84 1.75 1.38 2.24
profit
Subscale
(benefit of
the assault)

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 The Questionnaire on School Bullying /handbook/

THE FILLING OUT AND THE

EVALUATION OF THE
QUESTIONNAIRE
The self-characterising questionnaire can be
used in individual and group assessments
alike.

In order to fill in the questionnaire in a calm

and undisturbed way, it is advisable to
conduct the assessment in a noise-free and
well-lit room.

If the subject being assessed is unable to fill

in the questionnaire due to a disorder related
to reading abilities (such as dyslexia), the
interviewer may read out the questions and
note down the subject’s answers.

Answers are recorded on an answer sheet

designed for this purpose.

The instructions for the questionnaire:

“In this questionnaire, you will find

statements that refer to behaviour which can
be experienced during school conflicts,
either between you and your peers or

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 The Questionnaire on School Bullying /handbook/

between your peers. Each statement has four

answer options:

“almost never”, “sometimes”, “often”,

“almost always”

Please read each statement carefully, then

mark on the answer sheet the option after
each numbered question that you think best
describes your behaviour in such situations.

Before finishing, please check if you have

given an answer to each statement.”

Based on our previous experience, and

considering average mental skills, filling out
the questionnaire takes about 15—20
minutes.

The first step of the manual assessment of

the questionnaire is accumulating the points
belonging to each item of the individual
dimensions.

The items of the individual dimensions are

shown in Chart 10.

Chart 10. The items of the individual

dimensions of the School Bullying
Questionnaire

- 32 -
 The Questionnaire on School Bullying /handbook/

Scales and Subscales of Number of

the Questionnaire on items
School Bullying
Victim Scale 1-33
Cognitive Subscale 1, 2, 5, 9, 12,
(apperception and 14, 15, 17, 19,
assimilation of the insult) 21, 22, 26, 27,
30, 33
Affective Subscale 4, 7, 10, 11,
(emotional effect of the 16, 18, 24, 25,
insult) 28, 29, 31, 32
Physical reaction 6, 13, 20
Subscale (bodily reaction
to the insult)
Lack of social support 3F, 8F, 23F
Subscale (refusal to help
by the class community)
Intervener participant 34, 35, 36
Scale
Helper participant Scale 37-44
Reconciling interposition 37, 40, 42
Subscale
Interposition appealing 38, 43
for help Subscale
Affective Subscale (inner 39, 41, 44
tension in view of the
violence)
Bystander Scale 45-53
Keeping one’s distance 45, 46, 48, 49,
Subscale 51, 52,

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 The Questionnaire on School Bullying /handbook/

Fear Subscale 47, 50, 53

Bully Scale 54-70
Physical aggression 54, 58, 62, 66
Subscale
Verbal aggression 55, 59, 63, 67,
Subscale 68
Exclusion Subscale 56, 60, 64, 69,
70
Positive profit Subscale 57, 61, 65
(benefit of the assault)

In the case of the “Intervener Participant”

scale, and in the case of the subscales of the
other dimensions, grading takes place
according to the following scale:

almost never (0), sometimes (1), often (2),

almost always (3)

In the case of the “Lack of social support

Subscale” of the “Victim Scale”, grading is
reversed, thus:

almost never (3), sometimes (2), often (1),

almost always (0)

The points belonging to the “Victim Scale”,

“Helper Participant Scale”, “Bystander
Scale” and “Bully Scale” are the sum of the
points of their subscales.

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 The Questionnaire on School Bullying /handbook/

FIELDS OF APPLICATION OF
THE QUESTIONNAIRE
The questionnaire may be used effectively
primarily in work related to school
psychology and behaviour counselling.

The other significant field of application is

research.

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 The Questionnaire on School Bullying /handbook/

THE QUESTIONNAIRE ON
SCHOOL BULLYING
Name...............................................................
Age.................................................................
Class...............................................................

In this questionnaire, you will find

statements that refer to behaviour which can
be experienced during school conflicts,
either between you and your peers or
between your peers. Each statement has four
answer options:

0 – almost never, 1 – sometimes, 2 — often,

3 – almost always

Please read each statement carefully, then

mark on the answer sheet the option after
each numbered question that you think best
describes your behaviour in such situations.

- 36 -
 The Questionnaire on School Bullying /handbook/

1 I am afraid of some of my 0 1 2 3
classmates.
2 One of my classmates bullies 0 1 2 3
me.
3 My classmates talk to me in 0 1 2 3
breaks.
4 If someone bullies me, I feel 0 1 2 3
ashamed in front of the others.
5 My classmates call me names. 0 1 2 3
6 If someone bullies me, I kick 0 1 2 3
something or somebody.
7 If someone bullies me, I would 0 1 2 3
like to cry.
8 My classmates are friendly to 0 1 2 3
me.
9 I think I am bullied because I 0 1 2 3
am different from the others.
10 If someone bullies me, I have a 0 1 2 3
headache.
11 If someone bullies me, I feel 0 1 2 3
exhausted and weak.
12 My classmates annoy me and 0 1 2 3
taunt me.
13 If someone bullies me, I punch a 0 1 2 3
wall.
14 My classmates say nasty words 0 1 2 3
to me.
15 I think I am bullied without any 0 1 2 3
reason.
16 If someone bullies me, my 0 1 2 3
stomach and my hands shake.
17 I think I am bullied because the 0 1 2 3
others like it.
18 If someone bullies me, I can 0 1 2 3
hardly fall asleep at night.
19 Those who bully me are older 0 1 2 3
than me.
20 If someone bullies me, I dash 0 1 2 3
something onto the floor.

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 The Questionnaire on School Bullying /handbook/

21 Those who bully me are 0 1 2 3

stronger than me.
22 I think I am bullied because I 0 1 2 3
am an outcast.
23 My classmates like me. 0 1 2 3
24 If someone bullies me, I feel 0 1 2 3
down.
25 If someone bullies me, I feel 0 1 2 3
hurt.
26 Those who bully me outnumber 0 1 2 3
me.
27 I think I am bullied because the 0 1 2 3
others do not like me.
28 If someone bullies me, I feel 0 1 2 3
sorry for myself.
29 If someone bullies me, I feel 0 1 2 3
helpless.
30 I think I am bullied because I 0 1 2 3
will not hit back.
31 If someone bullies me, I feel 0 1 2 3
emotional pain.
32 If someone bullies me, I can 0 1 2 3
hardly concentrate in class.
33 I think I am bullied because they 0 1 2 3
feel superior to me.
34 When my classmates fight, I 0 1 2 3
join them.
35 When my classmates fight, I 0 1 2 3
join them because it is a
question of honour.
36 When my classmates fight, I 0 1 2 3
join them so that they can see I
belong with them.
37 When my classmates fight, I try 0 1 2 3
to reconcile them.
38 When my classmates fight, I 0 1 2 3
seek help from a teacher.
39 If I see someone bullied, I feel 0 1 2 3
sorry for him or her.

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 The Questionnaire on School Bullying /handbook/

40 When my classmates fight, I try 0 1 2 3

to reconcile them because I feel
bad in a hostile environment.
41 If I see someone bullied, I 0 1 2 3
become nervous.
42 When my classmates fight, I try 0 1 2 3
to reconcile them because I feel
sorry for the weak ones.
43 When my classmates fight, I 0 1 2 3
seek help from an adult.
44 If I see someone bullied, I feel 0 1 2 3
tense.
45 When my classmates fight, I 0 1 2 3
will not interfere because I do
not care if others are fighting.
46 When my classmates fight, I 0 1 2 3
will not interfere because they
might inform a teacher and he or
she might even punish me.
47 If I see someone bullied, I am 0 1 2 3
afraid to speak out.
48 When my classmates fight, I 0 1 2 3
will not interfere because my
parents might be angry.
49 When my classmates fight, I 0 1 2 3
will not interfere because I do
not think that interfering in other
people’s business is the right
thing to do.
50 When my classmates fight, I 0 1 2 3
will not interfere because I am
afraid that I might get beaten up.
51 When my classmates fight, I 0 1 2 3
will not interfere because it is
none of my business.
52 When my classmates fight, I 0 1 2 3
will not interfere because they
would not pay attention to me
anyway.

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 The Questionnaire on School Bullying /handbook/

53 If I see someone bullied I am 0 1 2 3

afraid of being beaten up
myself.
54 I beat up one or more of my 0 1 2 3
classmates.
55 I taunt one or more of my 0 1 2 3
classmates.
56 I am not friendly with one or 0 1 2 3
more of my classmates.
57 If I bully someone, I feel brave. 0 1 2 3
58 I push one or more of my 0 1 2 3
classmates violently.
59 I say rude things to one or more 0 1 2 3
of my classmates.
60 I reject one or more of my 0 1 2 3
classmates.
61 If I bully someone, the others 0 1 2 3
admire me.
62 I pull the hair of one or more of 0 1 2 3
my classmates.
63 I tease one or more of my 0 1 2 3
classmates.
64 I exclude one or more of my 0 1 2 3
classmates from games.
65 If I bully someone, I feel 0 1 2 3
stronger.
66 I hit one or more of my 0 1 2 3
classmates.
67 I mess around with one or more 0 1 2 3
of my classmates.
68 I bully others because they 0 1 2 3
annoy me.
69 I will not talk to some of my 0 1 2 3
classmates.
70 I will not show my homework to 0 1 2 3
some of my classmates.

Before finishing, please check if you have

given an answer to each statement.

- 40 -

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