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Related Experiment Videos

A revised teacher rating scale for reactive and proactive aggression

K Brown1, M S Atkins, M L Osborne

  • 1Department of Counseling Psychology, West Chester University, Pennsylvania 19383, USA.

Journal of Abnormal Child Psychology
|August 1, 1996
PubMed
Summary
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This study validated a teacher rating scale for reactive and proactive aggression in boys. The findings confirm the scale

Area of Science:

  • Child Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Aggression in children is a significant concern in educational and clinical settings.
  • Differentiating types of aggression, such as reactive and proactive, is crucial for targeted interventions.
  • Existing measurement tools may not adequately capture the nuances of aggressive behaviors in school-aged children.

Purpose of the Study:

  • To evaluate the psychometric properties of a teacher rating scale assessing reactive aggression, proactive aggression, and covert antisocial behavior.
  • To determine the reliability and validity of the scale in a normative sample of elementary school boys.
  • To examine the factor structure and interrelationships between different aggression subtypes.

Main Methods:

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  • A teacher rating scale was administered to a normative sample of 186 predominantly white, lower middle class boys in third to fifth grade.
  • Factor analysis was employed to assess the internal consistency and independence of the aggression factors.
  • Correlational analyses were used to examine the relationship between aggression factors and peer social status, as well as behavioral outcomes like detentions.

    • Main Results:

    • Factor analysis supported two independent and internally consistent factors: Reactive Aggression and Proactive Aggression (which included covert items).
    • Both aggression factors were significantly correlated with negative peer social status.
    • Reactive Aggression uniquely predicted in-school detentions, even after controlling for Proactive Aggression and grade level.

    Conclusions:

    • The teacher rating scale demonstrates good reliability and validity for measuring reactive and proactive aggression in school-aged boys.
    • The findings support the distinction between reactive and proactive aggression, suggesting different underlying mechanisms and correlates.
    • This validated scale can facilitate further research into the development, assessment, and treatment of aggressive behaviors in children.