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意大利非临床青少年中反应性-主动性攻击问卷心理测量特性的跨文化研究。

A cross-cultural study of the psychometric properties of the Reactive-Proactive Aggression Questionnaire among Italian nonclinical adolescents.

作者信息

Fossati Andrea, Raine Adrian, Borroni Serena, Bizzozero Alice, Volpi Elisa, Santalucia Iolanda, Maffei Cesare

机构信息

Faculty of Psychology, Vita-Salute San Raffaele University.

Department of Criminology, University of Pennsylvania.

出版信息

Psychol Assess. 2009 Mar;21(1):131-135. doi: 10.1037/a0014743.

Abstract

Five independent studies were used to test the hypothesis that a reliable 2-factor structure underlies the Reactive-Proactive Aggression Questionnaire (RPQ) items and that the 2 scales show distinct patterns of association with personality and bullying behavior measures. Study 1 (N = 1,447) gave evidence of a clear 2-factor structure of RPQ items with factor loading matrices closely matching reactive (congruence coefficient = .90) and proactive (congruence coefficient = .91) models of item assignment. The RPQ 2-factor structure was consistently replicated in Study 2 (N = 662), as well as across the remaining 3 studies. In Study 3 (N = 536), Neuroticism differentiated reactive and proactive forms of aggression. In Study 4 (N = 674), self-reports of bullying behaviors were selectively correlated with proactive aggression. Findings confirm and extend the differential correlates of proactive-reactive aggression and also support the psychometric properties of the RPQ in a different cultural context. Finally, in Study 5 (N = 347), the RPQ scales showed adequate 2-month test-retest reliability. (PsycINFO Database Record (c) 2009 APA, all rights reserved).

摘要

五项独立研究用于检验以下假设

反应性-主动性攻击问卷(RPQ)项目背后存在可靠的双因素结构,且这两个量表与人格及欺凌行为测量指标呈现出不同的关联模式。研究1(N = 1447)提供了RPQ项目清晰双因素结构的证据,其因子负荷矩阵与反应性(一致性系数 = 0.90)和主动性(一致性系数 = 0.91)项目分配模型紧密匹配。RPQ双因素结构在研究2(N = 662)以及其余3项研究中得到了一致的重复验证。在研究3(N = 536)中,神经质区分了反应性和主动性攻击形式。在研究4(N = 674)中,欺凌行为的自我报告与主动性攻击存在选择性相关。研究结果证实并扩展了主动性-反应性攻击的不同相关因素,同时也支持了RPQ在不同文化背景下的心理测量特性。最后,在研究5(N = 347)中,RPQ量表显示出足够的2个月重测信度。(PsycINFO数据库记录(c)2009美国心理学会,保留所有权利)

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