Volume 8 Num. 2 - June 2008
Disruptive Behavior Scale Professed by Students (DBS-PS): Development and Validation
Volume 8 Num. 2 - June 2008 - Pages 203-216
Feliciano H Veiga
This study presents both the construction procedures and the results obtained with a 16-
items Disruptive Behavior Scale Professed by Students (DBS-PS) for Portuguese students.
The sample was made of 915 subjects from the 7th, the 8th, and the 9th grades. Results
obtained with that self-report instrument were analyzed, and measures of reliability and
of construct and concurrent discrimination were estimated. Three specific factors were
identified for the school disruption through varimax-rotation factor analysis. These factors
accounted for 51 per cent of the total variance. Reliability coefficients ranged between
.67 and .88 for different factors and groups (socio-economic status, residential zone, sex,
age and grade). Concurrent validity coefficients were satisfactory. Results were in accordance
with the psychometric theory of psychological evaluation.
disruptive behaviour, violence in the school, assessment.
More articles in this volume
- [141-156] Rule-Governed Behavior and Psychological Problems
- [157-170] Depressiogenic Cognition and Insecure Attachment: A Motivational Hypothesis
- [171-181] Assessing Defense Styles: Factor Structure and Psychometric Properties of the New Defense Style Questionnaire 60 (DSQ-60)
- [183-192] Cyberbullying
- [193-202] Impact of the play activity in the development of social competence
- [217-226] Cognitive components that contribute to social adaptation in children: prevention of bullying from pre-school education
- [227-236] Psychosocial factors related to the student's social status in the classroom: the role of social reputation, friendship, violent behaviour and relationship with the teacher.
- [237-245] An Analysis of Italian Newspaper Articles on the Bullying Phenomenon
- [247-257] The incidence of peer bullying as multiple maltreatment among Spanish secondary school students
- [259-270] An Integrative Approach to Burnout in Secondary School Teachers: Examining the Role of Student Disruptive Behaviour and Disciplinary Issues