Abstract

The present study was designed to examine whether differences between four groups (bully, victim, bully/victim, and control) in CBCL and TRF would be contingent on how to measure their bullying and victimization at school. The two measurements of self-reports and peer-nominations were obtained twice at two different time points, four months apart. For each time point, 220 students of four to seven grade were assigned to those four groups on the basis of each of self reports and peer- nominations of bullying and victimization at school. Self-reports and teacher- ratings of students on CBCI. and TFR each were also obtained at time 2. Results indicated that across the two time points, reliable differences in the self-reported CBCL were found between the groups formed on the basis of self-reports and reliable differences in the teacher-raced TRF between the groups formed on the basis of peer-nominations. However, self-report-based groups did not have reliable differences in the teacher- reported TRF and peer-nomination-based groups not in the self-reported CBCL. In relation to these results, resources of disagreement among judges in ratings of a Riven target were discussed.