Applied Psychology

Applied Psychology

Investigating the Psychometric Properties of the Cybergossip Questionnaire-Adolescents (CGQ-A) in a Sample of Iranian Students

Document Type : Original Article

Authors
Salah Moradian 1
Ahmad Amani 2
Jafar Ghitasi 3
Fateme Emami 4
1 PhD Student of Counselling, Faculty 0f Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.
2 Department Of Counselling, Faculty of Humanities Social Sciences. University Of Kurdistan, Sanandaj, Iran
3 Ph.D. Student of Counselling, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.
4 Master of Family Counselling, Faculty of Education and Psychology, Alzahra University, Tehran, Iran.
10.48308/apsy.2025.239162.1786
Abstract
Aim: This study examined the psychometric properties of the Cybergossip Questionnaire–Adolescents (CGQ-A) in a sample of Iranian students.
 
Method: A descriptive-correlational design was used. The sample included 1,384 first- and second-grade high school students in Kurdistan Province selected via cluster sampling. Confirmatory factor analysis, reliability testing, and concurrent validity assessment were conducted.
 
Results: Confirmatory factor analysis supported a one-factor structure with nine items. Convergent validity was supported by correlations with the Depression, Anxiety, and Stress Scale and the Cyber-Bullying/Victimization Experiences Questionnaire. Internal consistency was high (Cronbach’s α = 0.86).
 
Conclusion: The CGQ-A is a valid and reliable instrument for assessing cybergossip among Iranian adolescents. The scale provides a useful tool for research on online social behaviors and psychological adjustment in youth.
Keywords
Cybergossip
Psychometric
Adolescent
Subjects
Aazami, Y., Khanjani, M., & Sader M. M. (2017). Confirmatory Factor Structure of Depression, Anxiety and Stress Scale in Students . J Mazandaran Univ Med Sci, 27 (154), 94-106. [In Persian].
Alexandrov, A., Lilly, B., & Babakus, E. (2013). The effects of social- and self-motives on the intentions to share positive and negative word of mouth. Journal of the Academy of Marketing Science, 41(5), 531-546.
Álvarez-García, D., Barreiro-Collazo, A., Núñez, J. C., & Dobarro, A. (2016). Validity and Reliability of the Cyber-aggression Questionnaire for Adolescents (CYBA). Eur. J. Psychol. Appl. L 8, 69–77.  
Antoniadou, N., Kokkinos, C. M., & Markos, A. (2016). Development, construct validation and measurement invariance of the Greek cyber-bullying/victimization experiences questionnaire (CBVEQ-G). Computers in Human Behavior, 65, 380-390.
Arbuckle, J. L., & Wothke, W. (2006). AMOS user’s guide 7.0. Spring
House, PA: AMOS Development Corporation.
Areepattamannil, S., & Khine, M. S. (2017). Early adolescents’ use of information and communication technologies (ICTs) for social communication in 20 countries: Examining the roles of ICT-related behavioral and motivational characteristics. Comput. Hum. Behav. 73, 263–272.  
Basharpoor, S., & Zardi, B. (2019). Psychometric Properties of Cyber-Bullying/Victimization Experiences Questionnaire (CBVEQ) in Students. Journal of School Psychology, 8(1), 43-57. [In Persian].
Bertolotti, T., & Magnani, L. (2013). A philosophical and evolutionary approach to cyber-bullying: social networks and the disruption of sub-moralities. Ethics Inf. Technol. 15, 285–299.
Bicen, H., & Arnavut, A. (2015). Determining the effects of technological tool use habits on social lives. Computers in Human Behavior, 48, 457–462.
Caivano, O., & Talwar, V. (2023). Using Social Presence Theory to Understand and Reduce the Transmission of Cybergossip Among Adolescents. Merrill-Palmer Quarterly 69(2), 119-138. 
Caplan, S. E. (2010). Theory and measurement of generalized problematic internet use: A two-step approach. Computers in Human Behavior, 26(5), 1089–1097.
Casale, S., Tella, L., & Fioravanti, G. (2013). Preference for online social interactions among young people: Direct and indirect effects of emotional intelligence. Personality and Individual Differences, 54(4), 524–529.
Cebollero-Salinas, A., Cano-Escoriaza, J., & Orejudo, S. (2022). Are emotional e-competencies a protective factor against habitual digital behaviors (media multitasking, cybergossip, phubbing) in Spanish students of secondary education? Computers & Education, 181, 104464.
Cebollero-Salinas, A., Orejudo, S., & Cano-Escoriaza, J. (2024). Cybergossip in adolescence: Its relationship with social competency, empathy, emotions in online communication and socio-emotional e-competencies by gender and age. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 18(2), Article 2.
Coyne, S. M., Swit, C., Stockdale, L., & Summers, K. (2020). The growth of gossip: Socialization of relational aggression from adolescence to emerging adulthood. Aggressive Behavior, 46(6), 535-546.
Del Rey, R., Casas, J. A., Ortega-Ruiz, R., Schultze-Krumbholz, A., Scheithauer, H., Smith, P., et al. (2015). Structural validation and cross-cultural robustness of the European Cyberbullying Intervention Project Questionnaire. Comput. Hum. Behav. 50, 141–147.
Falla, D., Ortega-Ruiz, R., & Romera, E. M. (2021). Mechanisms of Moral Disengagement in the Transition from Cybergossip to Cyberaggression: A Longitudinal Study. Int J Environ Res Public Health, 18(3).
Gabriels, K., & De Backer, C. J. S. (2016). Virtual gossip: How gossip regulates moral life in virtual worlds. Computers in Human Behavior, 63, 683-693.
García-Fernández, C. M., Moreno-Moya, M., Ortega-Ruiz, R., & Romera, E. M. (2022). Adolescent Involvement in Cybergossip: Influence on Social Adjustment, Bullying and Cyberbullying. The Spanish Journal of Psychology, 25, e6, Article e6.
Ghasemishall, M., radfar, M., & Mohseni, R. A. (2022). Sociological analysis and explanation of the effect of using cyberspace (Telegram and Instagram) on the trend of modern lifestyle of Shahriar girls (study among Shahriar high school female students). Journal Of Iranian Social Development Studies (JISDS), 14(1 ), 51-68. [In Persian].
Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation
modelling: Guidelines for determining model fit. Electronic
Journal of Business Research Methods, 6(1), 53–60.
Jabbari, R., Zandi, Z., Rahmati, S., & Mato, S. (2022). Psychometric Properties of the Cyber-aggression Questionnaire for Adolescents (CYBA). Rooyesh. 11(4), 25-38. [In Persian].
Kowalski, R. M., Limber, S. P., & McCord, A. (2019). A developmental approach to cyberbullying: Prevalence and protective factors. Aggression and Violent Behavior, 45, 20–32.
Lee, S. (2015). Analyzing negative SNS behaviors of elementary and middle school students in Korea. Computers in Human Behavior, 43, 15–27.
Lopez-Pradas, ´ I. C., Romera, E. M., Casas, J. A., & Ortega-Ruiz, R. (2017). Cybergossip and cyberbullying during primary school years. Psicologia Educativa, 23(2), 73–80.
Lovibond, P. F; & Lovibond, S. H (1995). The structure of negative emotional states: Comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories. Behaviour Research and Therapy, 33(3), 335–343.  
Marín-López, I., Zych, I., Ortega-Ruiz, R., Hunter, S. C., & Llorent, V. J. (2020). Relations among online emotional content use, social and emotional competencies and cyberbullying. Children and Youth Services Review, 108, Article 104647.
Oberst, U., Wegmann, E., Stodt, B., Brand, M., & Chamarro, A. (2017). Negative consequences from heavy social networking in adolescents: The mediating role of fear of missing out. Journal of Adolescence, 55(February), 51–60.
Perry, D. G., & Pauletti, R. E. (2011). Gender and adolescent development. J. Res. Adolesc. 21, 61–74.  
Rey, L., Quintana-Orts, C., M´erida-Lopez, ´ S., & Extremera, N. (2018). Emotional intelligence and peer cybervictimisation in adolescents: Gender as moderator. Comunicar, 26(56), 9–18.
Roblyer, M. D., & Doering, A. H. (2010). Integrating Educational Technology Into Teaching. Allyn and Bacon.
Romera, E. M., Herrera-Lopez, ´ M., Casas, J. A., Ruiz, R. O., & Del Rey, R. (2018). How much do adolescents cybergossip? Scale development and validation in Spain and Colombia. Frontiers in Psychology, 9(FEB), 1–10.
Saedi, A., & Rahmati, S. (2024). Examining the Psychometric Properties of the European Cyberbullying Intervention Project Questionnaire in Iranian Adolescents. J Health Syst Res. 20 (1), 39-47.
Salehan, M., & Negahban, A. (2013). Social networking on smartphones: When mobile phones become addictive. Computers in Human Behavior, 29(6), 2632–2639.
Taber, K. S. (2018). The use of Cronbach's alpha when developing and reporting research instruments in science education. Research in Science Education 48(6):1273–1296.
 Taheri, M., Tajali, P., & Shahriari Ahmadi., M. (2023). Psychometric Properties of the Empathy Questionnaire for Children and Adolescents - Revised (EmQue-CA-R). Applied Psychology, 17(1), 191-171. [In Persian].
Throuvala, M. A., Griffiths, M. D., Rennoldson, M., & Kuss, D. J. (2019). Motivational processes and dysfunctional mechanisms of social media use among adolescents: A qualitative focus group study. Computers in Human Behavior, 93, 164–175.
Vosough, M., sadeghi., M, & Rashidpour., A. (2022). Designing an Islamic-Iranian Cultural Lifestyle Model Based on Virtual Space. Sociology of Education, 11(1), 55-70. [In Persian].
Wu, J., Balliet, D., & Van Lange, P. A. (2016). Reputation management: why and how gossip enhances generosity. Evol. Hum. Behav. 37, 193–201.