BACKGROUND This study sought to analyse the metric properties of the scores obtained with an adaptation of the Student Bystander Behaviour Scale (SBBS; Thornberg & Jungert, 2013) in Spanish primary-school students and to examine the types of responses students reported as witnesses to school bullying, along with their relationship to empathy. METHOD The Spanish adaptation of the SBBS and a self-report questionnaire about empathy were given to 1108 primary-school students, aged 9-11 years old (48.4% girls) in Asturias (Spain). The students were from 29 schools, selected by simple random sampling from all of the primary schools in the region. RESULTS Exploratory and confirmatory factor analysis indicated that the adapted version, like the original SBBS, measured three types of witness response to school bullying: defender, passive, and pro-bully. Most students reported that they defended, or would defend, the victim. This trend was more marked in those who had not witnessed bullying. The type of response to bullying was related to empathy, positively with defender responses, and negatively with passive and pro-bully responses. CONCLUSIONS The scores from the adapted version of the SBBS demonstrated metrics of reliability and validity suitable for identifying the type of response to school bullying from primary-school students.

中文翻译：

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评估欺凌中旁观者反应的量表的验证。

背景 本研究旨在分析在西班牙小学生中使用学生旁观者行为量表 (SBBS; Thornberg & Jungert, 2013) 获得的分数的度量属性，并检查学生作为学校目击者报告的反应类型。欺凌，以及他们与同理心的关系。方法 西班牙阿斯图里亚斯 (Asturias) 的 1108 名 9-11 岁小学生（48.4% 女孩）接受了 SBBS 的西班牙语改编和关于同理心的自我报告问卷。学生来自 29 所学校，是通过简单随机抽样从该地区所有小学中选出的。结果 探索性和验证性因素分析表明，改编版与原始 SBBS 一样，测量了三种类型的证人对学校欺凌的反应：防御者、被动、和亲欺负。大多数学生报告说他们为受害者辩护，或将为其辩护。这种趋势在那些没有目睹欺凌的人中更为明显。对欺凌的反应类型与同理心有关，积极与防御者的反应有关，而消极与被动和支持欺凌的反应有关。结论 SBBS 改编版的分数证明了适用于识别小学生对学校欺凌的反应类型的信度和效度指标。