Measurement Invariance and Relationships Among School Connectedness, Cyberbullying, and Cybervictimization: A Comparison Among Canadian, Chinese, and Tanzanian Adolescents

Abstract

The aim of the present study was to evaluate the measurement invariance of the School Connectedness Scale for Chinese, Canadian, and Tanzanian adolescents, and to explore the inter association between school connectedness and cyberbullying/cybervictimization. Participants included 3872 adolescents from urban settings in China (N= 2053, Mage=16.36 years, SD = 1.14 years; 44.6% boys), Canada (N = 642, Mage = 12.13 years, SD = 0.77 years; 50.1% boys), and Tanzania (N = 1056, Mage=15.87 years, SD = 2.03 years; 52.8% boys). Adolescents self-reported their cybervictimization and cyberbullying experiences, as well as their perceived school connectedness. Multigroup Confirmatory Factor Analysis revealed an approximate measurement invariance of the scale across the three countries. Chinese students showed the lowest levels of school connectedness while Tanzanian students showed the highest. The findings of the multivariate multigroup regression analyses across the three countries revealed similar relationships between school connectedness and cyberbullying/cybervictimization, thus broadening our understanding of school connectedness and its relationship to cyberbullying/cybervictimization across these three different countries.