No abstract

This meta-analytic review of 148 studies on child and adolescent direct and indirect aggression examined the magnitude of gender differences, intercorrelations between forms, and associations with maladjustment. Results confirmed prior findings of gender differences (favoring boys) in direct aggression and trivial gender differences in indirect aggression. Results also indicated a substantial intercorrelation (r = .76) between these forms. Despite this high intercorrelation, the 2 forms showed unique associations with maladjustment: Direct aggression is more strongly related to externalizing problems, poor peer relations, and low prosocial behavior, and indirect aggression is related to internalizing problems and higher prosocial behavior. Moderation of these effect sizes by method of assessment, age, gender, and several additional variables were systematically investigated.

Practical and theoretical issues are discussed for testing (a) the comparability, or measurement equivalence, of psychological constructs and (b) detecting possible sociocultural difference on the constructs in cross-cultural research designs. Specifically, strong factorial invariance (Meredith, 1993) of each variable's loading and intercept (mean-level) parameters implies that constructs are fundamentally the same in each sociocultural group, and thus comparable. Under this condition, hypotheses about the nature of sociocultural differences and similarities can be confidently and meaningfully tested among the constructs' moments in each sociocultural sample. Some of the issues involved in making such tests are reviewed and explicated within the framework of multiple-group mean and covariance structures analyses.

The use of item parcels has been a matter of debate since the earliest use of factor analysis and structural equation modeling. Here, we review the arguments that have been levied both for and against the use of parcels, and discuss the relevance of these arguments in light of the building body of empirical evidence investigating their performance. We discuss the many advantages of parcels that some researchers find attractive and highlight, too, the potential problems that ill-informed use can incur. We argue that no absolute pro or con stance is warranted. Parcels are an analytic tool like any other. There are circumstances in which parceling is useful and times when parcels would not be used. We emphasize the precautions that should be taken when creating item parcels and interpreting model results based on parcels. Finally, we review and compare several proposed strategies for parcel building, and suggest directions for further research.

We examined the validity of a measurement system for the study of aggression that distinguishes among four principle dimensions of aggressive behaviour: overt and relational aggression (i.e., the “whats”) and instrumental and reactive aggression (i.e., the “whys”). The sample comprised 1723 adolescents (Grades 5 through 10) from Berlin, Germany. The internal validity of the measurement system was strongly supported, revealing four discrete dimensions of aggression: two overriding forms (overt and relational) and two underlying functions (instrumental and reactive). The differential and unique patterns of criterion-related validity strongly supported the distinctions among the constructs. The importance of disentangling these dimensions in understanding the development of aggressive behaviour is discussed.