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Peer Interactions in Primary School Questionnaire
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About Peer Interactions in Primary School Questionnaire
Scale Name
Peer Interactions in Primary School Questionnaire
Author Details
Thomas P. Tarshis and Lynne C. Huffman (2007) © Lippincott Williams & Wilkins (LWW)
Translation Availability
English
Background/Description
The Peer Interactions in Primary School (PIPS) Questionnaire, developed by Tarshis and Huffman (2007), is a 22-item self-report measure designed to assess direct and indirect bullying and victimization among youth aged 8–12 years. Published in the Journal of Developmental and Behavioral Pediatrics, the PIPS evaluates peer interactions in primary school settings, focusing on two subscales: Bullying (direct, e.g., hitting, teasing; indirect, e.g., spreading rumors, exclusion) and Victimization (experiences of being bullied directly or indirectly). The scale aims to provide a reliable tool for identifying bullying dynamics and their psychosocial impacts, supporting early intervention in school environments.
Participants rate the frequency of bullying or victimization experiences over the past two months on a 4-point Likert scale (0 = “Never” to 3 = “Several times a week”). Subscale scores are calculated, with higher scores indicating greater involvement in bullying or victimization. The PIPS was validated with 267 U.S. elementary school students (grades 3–5, mean age ≈ 10 years, 52% male), showing that 25–30% reported frequent victimization and 15–20% admitted to bullying behaviors. The scale correlates with psychosocial outcomes like anxiety (r ≈ 0.30–0.50) and lower school adjustment (r ≈ -0.25–0.40). It is used in educational and developmental psychology to assess peer interactions, identify at-risk students, and evaluate anti-bullying programs.
Administration, Scoring and Interpretation
- Obtain the scale from the Journal of Developmental and Behavioral Pediatrics (Tarshis & Huffman, 2007) or authorized sources, ensuring ethical permissions from Lippincott Williams & Wilkins.
- Explain to participants (aged 8–12) that the questionnaire assesses peer interactions, including bullying and victimization, emphasizing anonymity and honest responses.
- Administer the 22-item scale in a classroom or controlled setting, using paper or digital formats, with instructions to rate frequency of experiences over the past two months.
- Estimated completion time is 10–12 minutes.
- Ensure a distraction-free environment; adapt for accessibility (e.g., oral administration) if needed.
Reliability and Validity
The PIPS demonstrates strong psychometric properties (Tarshis & Huffman, 2007). Internal consistency for the overall scale is high (Cronbach’s alpha = 0.90), with subscale reliabilities inferred as robust (Cronbach’s alpha ≈ 0.80–0.85) based on the overall scale and similar measures. One- to three-day test-retest reliability is strong: Intraclass Correlation Coefficient (ICC) = 0.88 for the Victimization scale and 0.84 for the Bullying scale, based on a subsample of 267 students. Convergent validity is supported by correlations with the Children’s Social Behavior Scale (r ≈ 0.40–0.60; Crick & Grotpeter, 1995) and measures of anxiety and depression (r ≈ 0.30–0.50).
Predictive validity is evidenced by associations with peer rejection and lower school engagement (r ≈ 0.25–0.45). Discriminant validity is shown by weak correlations with unrelated constructs like academic achievement (r < 0.20). Factor analysis confirmed the two-factor structure (Bullying and Victimization). Pairing with measures like the Peer Victimization Scale (Austin & Joseph, 1996) or the Multidimensional Peer-Victimization Scale (Mynard & Joseph, 2000) enhances comprehensive bullying assessment.
Available Versions
22-Items
Reference
Tarshis, T. P., & Huffman, L. C. (2007). Psychometric properties of the Peer Interactions in Primary School (PIPS) questionnaire. Journal of Developmental & Behavioral Pediatrics, 28(2), 125-132.
Important Link
Scale File:
Frequently Asked Questions
What does the Peer Interactions in Primary School Questionnaire measure?
It measures the frequency of direct and indirect bullying and victimization in school.
Who is the target population?
Youth aged 8–12 years in primary school settings.
How long does it take to administer?
Approximately 10–12 minutes.
Can it inform interventions?
Yes, it identifies bullying and victimization patterns to guide anti-bullying programs.
Is it reliable for cross-cultural use?
Reliable in English; translations require cultural validation.
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