The study's objective was to develop and validate the psychometric properties of two brief pictorial scales to evaluate the roles of bystanders and victims of bullying. A sample of 910 students was considered (49.6%, boys; 50.4%, girls) between the ages of 7 and 13 (M = 10, SD = 1.4). Both instruments present nine pictorial items representing two dimensions: physical bullying (items 1 to 4) and psychological bullying (items 5 to 9). An additional measure of anxiety was used to assess convergent validity. The Confirmatory Factorial Analysis shows that the two-dimensional oblique model, physical bullying and psychological bullying, presents a better fit to the bystander scale data (RMSEA = .040; CFI = .984; SRMR = .033) and in the victim scale (RMSEA = .051; CFI = .978; SRMR = .040) in comparison to other competitor models. From the perspective of the Item Response Theory (IRT), it was found that the items adequately discriminate the levels of the latent variable; therefore, items 1 (physical bullying) and 7 (psychological bullying) are the most accurate on the bystander scale, and items 3 (physical bullying) and 7 (psychological bullying), on the victim scale. It was also found that the degree of difficulty on both scales is lower for the psychological bullying dimension than for the physical bullying dimension. Both instruments demonstrated good psychometric properties; therefore, they can detect school bullying in classrooms.

该研究的目的是开发和验证两个简短图片量表的心理测量特性，以评估旁观者和欺凌受害者的角色。考虑了 7 至 13 岁之间的 910 名学生样本（49.6%，男孩；50.4%，女孩）（M = 10，SD = 1.4）。两种工具都展示了代表两个维度的九个图片项目：身体欺凌（项目 1 到 4）和心理欺凌（项目 5 到 9）。焦虑的额外测量被用来评估收敛效度。验证性因子分析表明，二维倾斜模型，身体欺凌和心理欺凌，更好地拟合旁观者量表数据 (RMSEA = .040; CFI = .984; SRMR = .033) 和受害者量表 ( RMSEA = .051；CFI = .978；SRMR = .040）与其他竞争对手模型相比。从项目反应理论（IRT）的角度，发现项目充分区分了潜在变量的水平；因此，第 1 项（身体欺凌）和第 7 项（心理欺凌）在旁观者量表上最准确，第 3 项（身体欺凌）和第 7 项（心理欺凌）在受害者量表上最准确。还发现心理欺凌维度在两个量表上的难度都低于身体欺凌维度。两种仪器都表现出良好的心理测量特性；因此，他们可以发现教室中的校园欺凌行为。以及受害者量表上的第 3 项（身体欺凌）和第 7 项（心理欺凌）。还发现心理欺凌维度在两个量表上的难度都低于身体欺凌维度。两种仪器都表现出良好的心理测量特性；因此，他们可以发现教室中的校园欺凌行为。以及受害者量表上的第 3 项（身体欺凌）和第 7 项（心理欺凌）。还发现心理欺凌维度在两个量表上的难度都低于身体欺凌维度。两种仪器都表现出良好的心理测量特性；因此，他们可以发现教室中的校园欺凌行为。