The results were analyzed by the expert committee and two most comprehensive and suitable words were chosen and incorporated in the Urdu version of OBVQ
Few sentences were modified in the light of findings from cognitive debriefing as OBVQ Urdu version was administered to 8 students from the target population.
The purpose of this pilot study was to empirically evaluate the OBVQ Urdu version for a sample of students studying in 4th, 5th and 6th grades.
The participants first completed the Urdu version of OBVQ during 40 minutes session of regular school hours.
This part of the study includes exploratory factor analysis and the initial psychometric evaluation of OBVQ Urdu version such as internal consistency, scale-item characteristics and convergent/divergent validity.
The present study assessed the Anxious/Depressed Domain and Aggressive Behavior Domain for establishing the construct validity of the OBVQ. The measure has already been translated into Urdu.
It took only 15 minutes to complete this brief version of OBVQ. Students reported no difficulty in comprehending the questions.
Comparison of English and Urdu Version Administration of OBVQ
First of all inter-item correlation was computed between English and Urdu versions of the OBVQ. There was a gap of one week between the administrations of both versions.
Table 3 Inter-Item Correlation between English and the Urdu Versions of OBVQ
Strong correlation coefficients, ranged from.67 to.96 were found between the items of English and Urdu versions of OBVQ. Moreover, Urdu and English versions yielded good internal consistency with Cronbach alpha of.84 and.83 respectively.
The present study was conducted to see if the set of items in OBVQ measuring bullying and victimization represent two distinct behavior patterns that could further distinguish the students into different bullying roles.