Page 84 - Šolsko polje, XXX, 2019, št. 5-6: Civic, citizenship and rhetorical education in a rapidly changing world, eds. Janja Žmavc and Plamen Mirazchiyski
P. 84
šolsko polje, letnik xxx, številka 5–6
Methodology4
This section describes the methodology of the secondary analyses. The
main focus of the study is the school bullying of students. The specifics of
the study require some clarifications on the measure in focus (school bul-
lying) and the individual background and contextual variables used for
testing their association with school bullying.
Data
This study uses data from the International Civic and Citizenship Edu-
cation Study (ICCS) 2016. The study was conducted by the Internation-
al Association for the Evaluation of Educational Achievements (IEA) and
in Slovenia, ICCS 2016 was conducted by the Educational Research In-
stitute (ERI). In 1999, when the first cycle was conducted, the study was
known by a different name; CivEd. The second and third cycle of the
study was in 2009 and 2016, and named ICCS (Klemenčič, Mirazchiys-
ki and Novak, 2018, p. 6). The study uses national database for secondary
analyses. The sample is representative for eighth grade students from Slo-
venia, meeting the sampling requirements of ICCS. In the national sam-
ple of ICCS 2016 2,844 eighth-graders took part in the study (ibid.: p. 26).
The ICCS study “investigates the ways in which young people are
prepared to undertake their roles as citizens”. In the study, eighth grade
students were included in 24 educational systems (Schulz et al., 2016).
In ICCS 2016, several items were used to construct the Students’ Ex-
periences of Physical and Verbal Abuse at School (i.e. bullying) was con-
structed using data from the following group of statements on how often
the students experienced any of the following at school in the last three
months (Schulz and Friedman, 2018):
– A student called you by an offensive nickname
– A student said things about you to make others laugh
– A student threatened to hurt you
– You were physically attacked by another student
– A student broke something belonging to you on purpose
– A student posted offensive pictures or text about you on the Internet
Each of the statements has four response categories: “Not at all”,
“Once”, “2 to 4 times”, and “5 times or more”. The scaling procedure for
constructing the scale used the IRT Generalized Partial Credit Model
(GPCM) for estimating the item locations (Schulz and Friedman, 2018).
4 Summarized from Klemenčič et al. (2019, pp. 140–143); Javornik and Klemenčič (2019, pp.
1–2).
82
Methodology4
This section describes the methodology of the secondary analyses. The
main focus of the study is the school bullying of students. The specifics of
the study require some clarifications on the measure in focus (school bul-
lying) and the individual background and contextual variables used for
testing their association with school bullying.
Data
This study uses data from the International Civic and Citizenship Edu-
cation Study (ICCS) 2016. The study was conducted by the Internation-
al Association for the Evaluation of Educational Achievements (IEA) and
in Slovenia, ICCS 2016 was conducted by the Educational Research In-
stitute (ERI). In 1999, when the first cycle was conducted, the study was
known by a different name; CivEd. The second and third cycle of the
study was in 2009 and 2016, and named ICCS (Klemenčič, Mirazchiys-
ki and Novak, 2018, p. 6). The study uses national database for secondary
analyses. The sample is representative for eighth grade students from Slo-
venia, meeting the sampling requirements of ICCS. In the national sam-
ple of ICCS 2016 2,844 eighth-graders took part in the study (ibid.: p. 26).
The ICCS study “investigates the ways in which young people are
prepared to undertake their roles as citizens”. In the study, eighth grade
students were included in 24 educational systems (Schulz et al., 2016).
In ICCS 2016, several items were used to construct the Students’ Ex-
periences of Physical and Verbal Abuse at School (i.e. bullying) was con-
structed using data from the following group of statements on how often
the students experienced any of the following at school in the last three
months (Schulz and Friedman, 2018):
– A student called you by an offensive nickname
– A student said things about you to make others laugh
– A student threatened to hurt you
– You were physically attacked by another student
– A student broke something belonging to you on purpose
– A student posted offensive pictures or text about you on the Internet
Each of the statements has four response categories: “Not at all”,
“Once”, “2 to 4 times”, and “5 times or more”. The scaling procedure for
constructing the scale used the IRT Generalized Partial Credit Model
(GPCM) for estimating the item locations (Schulz and Friedman, 2018).
4 Summarized from Klemenčič et al. (2019, pp. 140–143); Javornik and Klemenčič (2019, pp.
1–2).
82
