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New directions in measuring reactive and proactive aggression: validation of a teacher questionnaire

New directions in measuring reactive and proactive aggression: validation of a teacher questionnaire
New directions in measuring reactive and proactive aggression: validation of a teacher questionnaire
The well-known distinction between reactive and proactive aggression is theoretically important but empirically controversial. Recently, aggression researchers have argued that we should separate the form and function of aggression to make a clearer distinction between reactive and proactive aggression. This article describes the validation of a new teacher-report Instrument for Reactive and Proactive Aggression (IRPA) that assesses the form separate from the function of aggression. We demonstrated good discriminant, convergent, and construct validity of the IRPA in a sample of 427 children aged 10 to 13. Reactive and proactive functions of aggression were independent constructs (r = 0.03) which indicates excellent discriminant validity. Convergent validity was satisfactory; scores from the IRPA were moderately to highly related to scores from the widely used Teacher Rating Instrument, TRI (Dodge and Coie in Journal of Personality and Social Psychology 53:1146-1158, 1987). Additionally, reactive and proactive aggression showed unique correlations with most a priori hypothesized theoretically relevant variables, which indicates construct validity.
0091-0627
183-193
Polman, Hanneke
503a3ffb-83e7-4b04-abee-542e630865da
Castro, Bram Orobio
4eeaa448-6a1f-47c7-9189-9d6a598ed2ec
Thomaes, Sander
ec762bc3-0df4-42c3-99f4-1a7b65f55053
Aken, Marcel
efc7187d-277b-4fb1-b543-2459cf4c21a7
Polman, Hanneke
503a3ffb-83e7-4b04-abee-542e630865da
Castro, Bram Orobio
4eeaa448-6a1f-47c7-9189-9d6a598ed2ec
Thomaes, Sander
ec762bc3-0df4-42c3-99f4-1a7b65f55053
Aken, Marcel
efc7187d-277b-4fb1-b543-2459cf4c21a7

Polman, Hanneke, Castro, Bram Orobio, Thomaes, Sander and Aken, Marcel (2009) New directions in measuring reactive and proactive aggression: validation of a teacher questionnaire. Journal of Abnormal Child Psychology, 37 (2), 183-193. (doi:10.1007/s10802-008-9266-0).

Record type: Article

Abstract

The well-known distinction between reactive and proactive aggression is theoretically important but empirically controversial. Recently, aggression researchers have argued that we should separate the form and function of aggression to make a clearer distinction between reactive and proactive aggression. This article describes the validation of a new teacher-report Instrument for Reactive and Proactive Aggression (IRPA) that assesses the form separate from the function of aggression. We demonstrated good discriminant, convergent, and construct validity of the IRPA in a sample of 427 children aged 10 to 13. Reactive and proactive functions of aggression were independent constructs (r = 0.03) which indicates excellent discriminant validity. Convergent validity was satisfactory; scores from the IRPA were moderately to highly related to scores from the widely used Teacher Rating Instrument, TRI (Dodge and Coie in Journal of Personality and Social Psychology 53:1146-1158, 1987). Additionally, reactive and proactive aggression showed unique correlations with most a priori hypothesized theoretically relevant variables, which indicates construct validity.

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Published date: 2009
Organisations: Psychology

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Local EPrints ID: 349291
URI: http://eprints.soton.ac.uk/id/eprint/349291
ISSN: 0091-0627
PURE UUID: b975a3f4-e3a3-4ba1-ae4c-b02f801d1161

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Date deposited: 27 Feb 2013 14:31
Last modified: 14 Mar 2024 13:11

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Contributors

Author: Hanneke Polman
Author: Bram Orobio Castro
Author: Sander Thomaes
Author: Marcel Aken

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