Quarterly of Educational Measurement

Cyber Aggression Questionnaire: Translation, Adaptation, and Psychometric Properties of the Iranian Version

Document Type : Research Paper

Authors

Karim Abdolmohamadi 1
Asgar Alimohamadi 2
Ayatollah Fathi 3
Farhad Ghadiri Sourman Abadi 4

1 Assistant Professor, Department of Psychology, Faculty of Education and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran.

2 Assistant Professor, Psychology and Education of Exceptional Children, Allameh Tabataba’i University, Tehran, Iran

3 Research Institute for Law Enforcement and Social Studies, Naja, Tehran, Iran.

4 PhD of Psychology, Department of Psychology, Faculty of Literature and Humanities, Urmia University, Urmia, Iran

https://doi.org/10.22054/jem.2025.85532.3611
Abstract
The purpose of the present study was to investigate psychometric properties of the Cyber Aggression Questionnaire (CYBA) among Iranian adolescents. The method of the present study was descriptive-correlational. The population of the study included all adolescents aged 12 to 18 years old in Tabriz that 394 students (179 boys and 217 girls) were selected using stratified random sampling. After translating and obtaining the opinions of experts and subjects, the face validity of the questionnaire was confirmed. SPSS and AMOS software were used for statistical analysis. The results of the confirmatory factor analysis, based AMOS software, showed that three-factor had good fit. Correlational analyses between this Questionnaire with Bullying Scale provided initial evidence for the CYBA convergent validity (r = 0.72, P <0.001). Reliability of the questionnaire based on Cronbach's alpha method, mean of variance extracted and retested for the total scale and its dimensions was confirmed. In sum, these findings provide evidence for the validity and reliability of the CYBA as an instrument to measure cyber aggression among Iranian students. This scale can be used to measure cyber aggression in research and treatment departments

Keywords

Cyber Aggression
Reliability
Validity
Adolescents
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Quarterly of Educational Measurement
Volume 17, Issue 64
Spring 2026
Pages 93-110

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