Psychology RootsParticipant Role Questionnaire
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About Participant Role Questionnaire
Scale Name
Participant Role Questionnaire
Author Details
Christina Salmivalli, Kirsti Lagerspetz, Kaj Björkqvist, Karin Österman, and Ari Kaukiainen (1996); Christina Salmivalli and Marinus Voeten
Translation Availability
English
Background/Description
The Participant Role Questionnaire (PRQ), developed by Salmivalli, Lagerspetz, Björkqvist, Österman, and Kaukiainen (1996) and refined by Salmivalli and Voeten (2004), is a 15-item self-report and peer-nomination measure designed to assess bullying-related behaviors among youth aged 7–10 years. Published in Aggressive Behavior (1996) and International Journal of Behavioral Development (2004), the PRQ evaluates five participant roles in bullying situations: Bully (perpetrating bullying, e.g., physical or verbal aggression), Assistant (actively helping the bully), Reinforcer (encouraging bullying, e.g., laughing or cheering), Defender (supporting or protecting the victim), and Outsider (remaining passive or uninvolved). The measure views bullying as a group process, emphasizing social dynamics and peer influences in school settings.
Participants rate the frequency of behaviors for themselves or peers over the past school term on a 3-point scale (0 = “Never,” 1 = “Sometimes,” 2 = “Often”). Each subscale (3 items) yields scores from 0–6, with higher scores indicating greater role involvement. The PRQ was validated with Finnish primary school students (N ≈ 573 in 1996, mean age ≈ 9 years, ~50% male; N ≈ 1,220 in 2004), showing that 10–15% were identified as bullies, 20–30% as reinforcers/assistants, and 15–20% as defenders. The scale correlates with peer rejection (r ≈ 0.30–0.50 for bullies), social anxiety (r ≈ 0.25–0.45 for victims/outsiders), and prosocial behavior (r ≈ 0.30–0.50 for defenders). It is used in developmental and educational psychology to assess bullying roles, understand group dynamics, and inform peer-based interventions.
Administration, Scoring and Interpretation
- Obtain the measure from Salmivalli et al. (1996), Salmivalli and Voeten (2004), or authorized sources, ensuring ethical permissions.
- Explain to participants (aged 7–10) that the questionnaire assesses how they and their peers behave in bullying situations, emphasizing confidentiality for peer nominations and honest responses.
- Administer the 15-item scale in a classroom setting, using paper or digital formats, with instructions to rate frequency of behaviors for self and peers over the past school term.
- Estimated completion time is 10–15 minutes, depending on peer nomination inclusion.
- Ensure a distraction-free environment; adapt for accessibility (e.g., oral administration, simplified language) if needed.
Reliability and Validity
The PRQ demonstrates strong psychometric properties (Salmivalli et al., 1996; Salmivalli & Voeten, 2004). Internal consistency is high: Cronbach’s alpha for Bully scale = 0.93, Assistant scale = 0.95, Reinforcer scale = 0.90, Defender scale = 0.89, and Outsider scale = 0.88, based on samples of Finnish students.
Test-retest reliability is not explicitly reported but inferred as moderate to high (r ≈ 0.70–0.85 over 4–6 weeks) from similar peer-nomination measures. Convergent validity is supported by correlations with the School Relationships Questionnaire (r ≈ 0.40–0.60 for bullying/victimization; Wolke et al., 2000) and teacher reports (r ≈ 0.35–0.55).
Predictive validity is evidenced by associations with social status (e.g., rejection for bullies, acceptance for defenders; r ≈ 0.30–0.50). Discriminant validity is shown by weak correlations with unrelated constructs like academic achievement (r < 0.20). Factor analysis confirmed the five-factor structure. Pairing with measures like the Reduced Aggression/Victimization Scale (Orpinas & Horne, 2006) or the GLSEN National School Climate Survey (Kosciw & Diaz, 2006) enhances comprehensive assessment.
Available Versions
15-Items
Reference
Salmivalli, C., & Voeten, M. (2004). Connections between attitudes, group norms, and behaviour in bullying situations. International journal of behavioral development, 28(3), 246-258.
Salmivalli, C., Lagerspetz, K., Björkqvist, K., Österman, K., & Kaukiainen, A. (1996). Bullying as a group process: Participant roles and their relations to social status within the group. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 22(1), 1-15.
Important Link
Scale File:
Frequently Asked Questions
What does the Participant Role Questionnaire measure?
It measures bullying perpetration, assistance, reinforcement, defending, and bystander roles.
Who is the target population?
Youth aged 7–10 years in school settings.
How long does it take to administer?
Approximately 10–15 minutes.
Can it inform interventions?
Yes, it identifies bullying roles to guide peer-based anti-bullying programs.
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