Psychometric validation and experience-based correlates of the Chinese Version of the Cyberbullying Knowledge and Awareness Instrument (CBKAi - CV) among university students

Vollständiger Abstract

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Abstract Background Cyberbullying has emerged as a pressing public health issue, yet culturally validated instruments for assessing cyberbullying-related knowledge and awareness tailored to the Chinese context remain limited. This study translated and culturally adapted the Cyberbullying Knowledge and Awareness Instrument into Chinese (CBKAi-Chinese Version [CBKAi-CV]), evaluated its psychometric properties, and examined its associations with different cyberbullying experiences. Methods A cross-sectional study was conducted with 1,169 Chinese university students. Following forward–backward translation and cultural adaptation, the psychometric properties of the instrument were evaluated using split-sample item analysis, exploratory and confirmatory factor analyses, along with tests of internal consistency and associations with external behavioural measures. Group comparisons and hierarchical multiple linear regression analyses were conducted to examine associations between the three CBKAi-CV subscale scores and specific cyberbullying experiences. Results The final 21-item CBKAi-CV comprised three dimensions: cyberbullying knowledge, harm awareness, coping and prevention awareness. Categorical exploratory and confirmatory factor analysis provided qualified support for a one-factor structure for knowledge and a two-factor structure for awareness. A significant finding was that these resources exhibited systematic differences across distinct cyberbullying experiences, with the victim-perpetrator groups consistently showed the lowest scores across all three dimensions. Regression analyses further showed stronger associations between cyberbullying experiences and levels of knowledge and awareness. Conclusions The CBKAi-CV showed satisfactory psychometric properties and may be used to assess cyberbullying knowledge and awareness in the Chinese context. The findings indicate that cyberbullying knowledge and awareness are associated with individuals’ reported cyberbullying experiences, particularly victim-perpetrator involvement. The instrument may support needs assessment and role-sensitive cyberbullying education in university settings.