Assessing Workplace Bullying: Psychometric Analysis of the Negative Acts Questionnaire-Revised (NAQ-R) among Brazilian Teachers

Esthela Sá Cunha; Francisco Pablo Huascar Aragão Pinheiro; Alex Sandro de Moura Grangeiro; Jorge Tarcisio da Rocha Falcão; Walberto Silva dos Santos; Francisco Herbert Lima Vasconcelos; Amanda Queiroz Silva; Lorena Albuquerque Mendes

doi:10.12804/revistas.urosario.edu.co/apl/a.14321

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Assessing Workplace Bullying: Psychometric Analysis of the Negative Acts Questionnaire-Revised (NAQ-R) among Brazilian Teachers

DOI: https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.14321

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Published: Oct 4, 2024

Issue: Vol. 42 No. 2 (2024): Avances en Psicología Latinoamericana 42(2)

Section Artículos

Keywords: harassment workplace violence teachers schools validation studies

Authors

Esthela Sá Cunha
Curso de Psicologia, Faculdade 05 de Julho. Curso de Psicologia, Centro Universitário INTA – UNINTA

Francisco Pablo Huascar Aragão Pinheiro
Programa de Pós-Graduação Profissional em Psicologia e Políticas Públicas, Universidade Federal do Ceará

Alex Sandro de Moura Grangeiro
Curso de Medicina, Campus Sobral, Universidade Federal do Ceará

Jorge Tarcisio da Rocha Falcão
Universidade Federal do Rio Grande do Norte, Programa de Pós-Graduação em Psicologia

Walberto Silva dos Santos
Programa de Pós-Graduação em Psicologia, Universidade Federal do Ceará

Francisco Herbert Lima Vasconcelos
Programa de Pós-Graduação em Tecnologia Educacional, Universidade Federal do Ceará

Amanda Queiroz Silva
Curso de Psicologia, Universidade Federal do Ceará

Lorena Albuquerque Mendes
Curso de Psicologia, Universidade Federal do Ceará

Abstract

Most research on school violence in Brazil has overlooked teacher victimization, focusing instead on students. This study focused on evaluating the psychometric properties of the Negative Acts Questionnaire- Revised (NAQ-R) in a sample of 10.148 teachers from Brazilian public schools. The NAQ-R, developed to measure exposure to workplace bullying, originally included 23 items but was later revised to 22. It assesses three factors of bullying: personal, workrelated, and physically intimidating forms. The study employed a self-administered questionnaire issued via the Internet. Exploratory and confirmatory factor analyses were performed, alongside assessment of convergent validity with the Self-Reporting Questionnaire-20 (SRQ-20), an instrument for screening common mental disorders. This study discovered a two-factor structure (personal bullying: α = .93, ω = .79; work-related bullying: α = .92, ω = .74). The NAQ-R showed adequate internal consistency and validity (RMSEA_robust = .089, 90 % CI: .086 – .089, SRMR = .041, CFI_robust = .916, TLI_robust = .905), correlating positively with the SRQ-20. The findings align with international studies, suggesting the measure’s stability.

Author Biographies

Esthela Sá Cunha, Curso de Psicologia, Faculdade 05 de Julho. Curso de Psicologia, Centro Universitário INTA – UNINTA

Esthela Sá Cunha, M.Sc., is a lecturer at Faculdade 5 de Julho and the Centro Universitário INTA—UNINTA, both in Sobral, Ceará, Brazil. She specializes in quantitative data analysis and focuses on mental health and the teaching work context. Ms. Cunha is also a member of the Laboratory of Practices and Research in Psychology and Education.

Francisco Pablo Huascar Aragão Pinheiro, Programa de Pós-Graduação Profissional em Psicologia e Políticas Públicas, Universidade Federal do Ceará

Francisco Pablo Huascar Aragão Pinheiro, Ph.D., is a Professor at Universidade Federal do Ceará, Brazil. His research intertwines teaching work with mental health and involves developing measures for assessing educators' work contexts. He actively contributes to the Laboratory of Practices and Research in Psychology and Education.

Alex Sandro de Moura Grangeiro, Curso de Medicina, Campus Sobral, Universidade Federal do Ceará

Alex Sandro de Moura Grangeiro, Ph.D., holds a professorship at the Federal University of Ceará, Sobral Campus, in Ceará, Brazil. His academic endeavors encompass teaching and research in Quantitative Research Methods, Epidemiology, Neuroscience, and Psychological Assessment. Dr. Grangeiro also extends his expertise by offering consulting services in biostatistics.

Jorge Tarcisio da Rocha Falcão, Universidade Federal do Rio Grande do Norte, Programa de Pós-Graduação em Psicologia

Jorge Tarcisio da Rocha Falcão, Ph.D., is a professor at the Federal University of Rio Grande do Norte, located in Natal, Rio Grande do Norte, Brazil. With a background and experience in work psychology, his primary research domains encompass work, health and development, psychosocial risks associated with work, and the dynamics of precarious employment.

Walberto Silva dos Santos, Programa de Pós-Graduação em Psicologia, Universidade Federal do Ceará

Walberto Silva dos Santos, Ph.D., holds a professorship at the Federal University of Ceará in Fortaleza, Ceará, Brazil. He dedicates his research to dissecting psychosocial factors influencing criminal behavior, social deviance, aggression, and juvenile delinquency, with a focus on identifying risk and protective factors. Additionally, he harbors an interest in psychological assessment and the application of statistics within Forensic Psychology.

Francisco Herbert Lima Vasconcelos, Programa de Pós-Graduação em Tecnologia Educacional, Universidade Federal do Ceará

Francisco Herbert Lima Vasconcelos, Ph.D., is a professor at the Federal University of Ceará in Fortaleza, Ceará, Brazil. His research encompasses teaching methodology, educational assessment, and technology integration in education. He also delves into computer science applications in science and mathematics education and the pivotal area of teacher education, contributing to advancing pedagogical practices and methodologies.

Amanda Queiroz Silva, Curso de Psicologia, Universidade Federal do Ceará

Amanda Queiroz Silva, an undergraduate psychology student at the Federal University of Ceará, Sobral Campus, in Ceará, Brazil, actively participates in the Laboratory of Practices and Research in Psychology and Education. Her academic involvement includes researching teaching work and mental health and applying quantitative research methods.

Lorena Albuquerque Mendes, Curso de Psicologia, Universidade Federal do Ceará

Lorena Albuquerque Mendes, an undergraduate psychology student at the Federal University of Ceará, Sobral Campus, in Ceará, Brazil, is an integral member of the Laboratory of Practices and Research in Psychology and Education. Her scholarly activities are centered on conducting studies and research, particularly on teaching work, mental health, and implementing qualitative research methods.

How to Cite

Cunha, E. S., Pinheiro, F. P. H. A., Grangeiro, A. S. de M., Falcão, J. T. da R., Santos, W. S. dos, Vasconcelos, F. H. L., … Mendes, L. A. (2024). Assessing Workplace Bullying: Psychometric Analysis of the Negative Acts Questionnaire-Revised (NAQ-R) among Brazilian Teachers. Avances En Psicología Latinoamericana, 42(2). https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.14321

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