Background and Aim: Bullying a form of persecution, physical, sexual and psychological one or more students against another student repeatedly over a period of time. The aim of this study was to evaluate the psychometric characteristics of the bullied scale in elementary school.
Materials and Methods: The study population all elementary students in Semnan in the 2013-14 school year. To this end, 607 students of Semnan were selected by using a stratified sampling method. All of them Harter's bullying Scale, Illinois bullying and Harter’s motivation questionnaire to complete. Data in the context two classical theories and the test-questions theory analyzed. Exploratory factor analysis, item-total correlation and reliability analyses were undertaken to assess the psychometric properties of the Harter's bullying Scale. The Sami Jima answers Scaled model Fitness data were used for analysis.
Results: Results showed Harter’s bullying scale of factor is saturated. Rating scale using Cronbach's alpha coefficient bullying Harter’s 0.74 respectively. Harter's bulling scale significant positive correlation with absence from school and with academic motivation, academic achievement and discipline scores showed a significant negative relationship. Data answer questions Harter’s scale with Samejima model had a good fitness and more information about the test showed that the slopes of -0.8 to +2.2 continuums feature.
Conclusions: Persian version of Harter's bullying scale had acceptable psychometric properties and could be used as reliable and valid instrument in psychological research.
