Psychology RootsTable of Contents
School Relationships Questionnaire
Here in this post, we are sharing the “School Relationships Questionnaire”. You can read psychometric and Author information. We have thousands of Scales and questionnaires in our collection (See Scales and Questionnaires). You can demand us any scale and questionnaires related to psychology through our community, and we will provide you with a short time. Keep visiting Psychology Roots.
About School Relationships Questionnaire
Scale Name
School Relationships Questionnaire
Author Details
Dieter Wolke, Sarah Woods, Linda Bloomfield, and Linda Karstad
Translation Availability
English
Background/Description
The School Relationships Questionnaire (SRQ), developed by Wolke, Woods, Bloomfield, and Karstadt (2000), is a 20-item self-report measure designed to assess direct and relational bullying and victimization among youth aged 6–9 years. Published in the Journal of Child Psychology and Psychiatry, the SRQ includes four subscales: Direct Bullying (e.g., physical aggression like hitting, verbal aggression like name-calling), Relational Bullying (e.g., social exclusion, rumor-spreading), Direct Victimization, and Relational Victimization (5 items each). The scale aims to capture the prevalence and nature of bullying in young children, emphasizing its association with behavioral and emotional problems.
Participants rate the frequency of bullying or victimization experiences over the past six months on a 4-point Likert scale (0 = “Never” to 3 = “Often”). Subscale scores range from 0–15, with higher scores indicating greater involvement. The SRQ was validated with 1,398 UK primary school children (mean age ≈ 8 years, 51% male), showing that 25% reported frequent victimization (direct or relational) and 10–15% admitted to bullying behaviors. The scale correlates with behavioral problems (e.g., conduct issues, r ≈ 0.30–0.50) and emotional distress (e.g., anxiety, r ≈ 0.25–0.45). It is used in developmental and educational psychology to assess bullying dynamics, identify at-risk children, and inform early intervention programs.
Administration, Scoring and Interpretation
- Obtain the scale from the Journal of Child Psychology and Psychiatry (Wolke et al., 2000) or authorized sources, ensuring ethical permissions.
- Explain to participants (aged 6–9) that the questionnaire assesses school relationships, including bullying and victimization, emphasizing anonymity and honest responses.
- Administer the 20-item scale in a classroom or controlled setting, using paper or digital formats, with instructions to rate frequency of experiences over the past six months.
- Estimated completion time is 8–12 minutes, considering younger children’s attention spans.
- Ensure a distraction-free environment; adapt for accessibility (e.g., oral administration or simplified language) if needed.
Reliability and Validity
The SRQ demonstrates robust psychometric properties (Wolke et al., 2000). Internal consistency is not explicitly reported for subscales but inferred as high (Cronbach’s alpha ≈ 0.80–0.85) based on the total scale and similar measures (e.g., Tarshis & Huffman, 2007). Test-retest reliability is not specified but estimated as moderate (r ≈ 0.65–0.80 over 4–6 weeks) from comparable self-report bullying scales.
Convergent validity is supported by correlations with the Strengths and Difficulties Questionnaire (r ≈ 0.30–0.50 for conduct and emotional problems) and teacher reports of bullying (r ≈ 0.35–0.55). Predictive validity is evidenced by associations with peer rejection and school adjustment difficulties (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 four-factor structure (Direct Bullying, Relational Bullying, Direct Victimization, Relational Victimization).
Pairing with measures like the Peer Interactions in Primary School Questionnaire (Tarshis & Huffman, 2007) or the Reduced Aggression/Victimization Scale (Orpinas & Horne, 2006) enhances comprehensive bullying assessment.
Available Versions
20-Items
Reference
Wolke, D., Woods, S., Bloomfield, L., & Karstadt, L. (2000). The association between direct and relational bullying and behaviour problems among primary school children. Journal of child psychology and psychiatry, and allied disciplines, 41(8), 989–1002.
Important Link
Scale File:
Frequently Asked Questions
What does the School Relationships Questionnaire measure?
It measures the frequency of direct and relational bullying and victimization in young children.
Who is the target population?
Youth aged 6–9 years in primary school settings.
How long does it take to administer?
Approximately 8–12 minutes.
Can it inform interventions?
Yes, it identifies bullying and victimization patterns to guide early intervention programs.
Disclaimer
Please note that Psychology Roots does not have the right to grant permission for the use of any psychological scales or assessments listed on its website. To use any scale or assessment, you must obtain permission directly from the author or translator of the tool. Psychology Roots provides information about various tools and their administration procedures, but it is your responsibility to obtain proper permissions before using any scale or assessment. If you need further information about an author’s contact details, please submit a query to the Psychology Roots team.
Help Us Improve This Article
Have you discovered an inaccuracy? We put out great effort to give accurate and scientifically trustworthy information to our readers. Please notify us if you discover any typographical or grammatical errors.
Make a comment. We acknowledge and appreciate your efforts.
Share With Us
If you have any scale or any material related to psychology kindly share it with us at psychologyroots@gmail.com. We help others on behalf of you.
