On the Convergent and Discriminant Validity of Selected Measures of Aggression in Children

Seibert, Sylvia M.; Ramanaiah, Nerella V.

doi:10.1111/j.1467-8624.1978.tb04107.x

Cited by 4 publications

(1 citation statement)

References 8 publications

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“…Consistent with previous studies (Mrug et al, 2004;Vitaro et al, 2000), we assessed peer deviancy in preadolescence with a measure of aggressive-disruptive behavior. Although both self-report and teacher reports of children's aggressive-disruptive behavior were available, we elected to use teacher reports that have been shown more accurate than self-report (e.g., Seibert & Ramanaiah, 1978). Classroom teachers completed the Social Behavior Questionnaire (Tremblay et al, 1991) for all children in their class, answering questions about each child's behavior and peer relationships.…”

Section: Measures Independent Variablementioning

confidence: 99%

Moderators of Negative Peer Influence on Early Adolescent Externalizing Behaviors

Mrug

Windle

2008

The Journal of Early Adolescence

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This study examined the extent to which antisocial behavior, parenting, and school connectedness moderated the association between peer deviancy in preadolescence and externalizing problems in early adolescence. The participants included 500 boys and girls, most of them African Americans. Peer deviancy was measured with teacher reports of aggressive-disruptive behavior for classmates identified by target children as friends. Parents provided information on parenting practices (nurturance and harsh and inconsistent discipline) and children's antisocial behavior. Children reported on their school connectedness and externalizing behaviors (delinquency and substance use) in preadolescence and early adolescence. Externalizing problems in early adolescence were associated with preadolescent externalizing and antisocial behavior and older age. Peer deviancy predicted externalizing problems only when combined with higher levels of antisocial behavior and negative parenting. School connectedness, gender, and ethnicity did not moderate the link between peer deviancy and externalizing problems.

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Section: Measures Independent Variablementioning

confidence: 99%

Moderators of Negative Peer Influence on Early Adolescent Externalizing Behaviors

Mrug

Windle

2008

The Journal of Early Adolescence

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How large are gender differences in aggression? A developmental meta-analysis.

Hyde¹

1984

Developmental Psychology

414

236

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This article presents a meta-analysis of studies of gender differences in aggression, based on the sample of studies in the Maccoby and Jacklin (1974) review and a recent sample of studies from 1978 to 1981, for a total of 143 studies. Metaanalysis techniques are also extended to applications of interest to developmental psychologists. The median value of a> 2 for gender differences in aggression was .05 and the median value of d was .50, indicating that, although the differences appear fairly reliably, they are not large. There was a trend for gender differences to be smaller in recent studies. Gender differences tended to be larger in naturalistic, correlational studies than in experimental studies. Gender differences also tended to be larger when the method of measurement was direct observation, a projective test, or peer report, and smaller when self-reports or parent or teacher reports were used. Finally, there was a modest negative association between magnitude of gender differences and age. For studies with mean subjects' age 6 or less, the median o> 2 was .07 and d was .58; in contrast, for studies of college students the median u? was .01 and d was .27.

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Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity.

Achenbach¹,

McConaughy²,

Howell³

1987

Psychological Bulletin

4,638

504

3,137

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Our purpose in this article was to determine the degree of consistency between different informants' reports of the behavioral/emotional problems of subjects aged from IVi to 19 years. We found 269 samples in 119 studies for meta-analyses of Pearson re between ratings by parents, teachers, mental health workers, observers, peers, and the subjects themselves. The mean rs between all types of informants were statistically significant. The mean rs were .60 between similar informants (e.g., pairs of parents), .28 between different types of informants (e.g., parent/teacher), and .22 between subjects and other informants. Correlations were significantly higher for 6-to 11-year-olds than for adolescents, and for undercontrolled versus overcomrolled problems, although these differences were not large. The modest correlations between informants indicate that child and adolescent problems are not effectively captured by present-versus-absent judgments of problems. Instead, the variations between reports by different informants argue for assessment in terms of multiple axes designed to reflect the perceived variations in child and adolescent functioning.With the publication of Personality and Assessment, Mischel (1968) revived a long-simmering debate about whether behavior is determined mainly by situational factors or by personality characteristics that remain consistent across situations. He criticized trait and psychodynamic assumptions that global personality inferences could accurately predict behavior in specific situations. The renewed debate has since grown from theoretical questions of situational specificity, to the "cognitive economics" of clinical judgment (Mischel, 1984), and then to methodological issues of whether the aggregation of observations can demonstrate consistencies in behavior (Epstein & O'Brien, 1985).None of the protagonists claim either that there are no situational influences on behavior or that there is no cross-situational consistency in behavior (Pervin, 1985). The debate is fueled, however, by a mixture of theoretical assumptions and methodological questions about how to assess and predict particular kinds of behavior.Nowhere are questions of situational specificity more crucial than in children's behavioral and emotional problems, because assessment of such problems must span diverse situations, such as the home, school, clinic, and neighborhood. (For brevity, we use "children" to include ages from 1 'h to 19 years, a range

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On the Convergent and Discriminant Validity of Selected Measures of Aggression in Children

Cited by 4 publications

References 8 publications

Moderators of Negative Peer Influence on Early Adolescent Externalizing Behaviors

Moderators of Negative Peer Influence on Early Adolescent Externalizing Behaviors

How large are gender differences in aggression? A developmental meta-analysis.

Child/adolescent behavioral and emotional problems: Implications of cross-informant correlations for situational specificity.

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