Psychometric Properties of a Scale for Coping Strategies with School Bullying among Students with Intellectual Disabilities in Inclusive Schools

Document Type : Original Article

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Faculty of education

Abstract

The current research aimed to verify the psychometric properties of the School Bullying Coping Strategies Scale for students with intellectual disabilities in inclusive schools, and the research sample consisted of( 30) children who were victims of bullying, aged between (9 – 12) years, with an average age of( 10.5) years and a standard deviation of (1.042) and the dimensions of the School Bullying Coping Strategies Scale for students with intellectual disabilities in inclusive schools included: distancing, confronting, social support, and emotional venting. The researchers conducted the following statistical methods: first, internal consistency, calculated through correlation coefficients between the score of each situation in the bullying coping strategies and the total score of the dimension it belongs to; second, validity, assessed through expert validity, face validity, item validity, and criterion validity; third, reliability, calculated using Cornbrash's alpha, split-half method, and test-retest method. The research results revealed that the School Bullying Coping Strategies Scale demonstrated high levels of consistency, validity, and reliability, confirming its efficiency in measuring the coping strategies of school bullying among students with intellectual disabilities in inclusive schools and the trustworthiness of the results obtained from its use.

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Benha Journal of Humanities Sciences
Volume 3, Issue 5
September and October 2024
Pages 191-208

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