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ERIC Number: EJ945378
Record Type: Journal
Publication Date: 2011-Sep
Pages: 13
Abstractor: As Provided
Reference Count: 66
ISSN: ISSN-1040-3590
Assessing the Forms and Functions of Aggression Using Self-Report: Factor Structure and Invariance of the Peer Conflict Scale in Youths
Marsee, Monica A.; Barry, Christopher T.; Childs, Kristina K.; Frick, Paul J.; Kimonis, Eva R.; Munoz, Luna C.; Aucoin, Katherine J.; Fassnacht, Gregory M.; Kunimatsu, Melissa M.; Lau, Katherine S. L.
Psychological Assessment, v23 n3 p792-804 Sep 2011
This study examined the structure of a self-report measure of the forms and functions of aggression in 855 adolescents (582 boys, 266 girls) aged 12 to 19 years recruited from high school, detained, and residential settings. The Peer Conflict Scale (PCS) is a 40-item measure that was developed to improve upon existing measures and provide an efficient, reliable, and valid assessment of four dimensions of aggression (i.e., reactive overt, reactive relational, proactive overt, and proactive relational) in youths. Confirmatory factor analyses showed that a 4-factor model represented a satisfactory solution for the data. The factor structure fit well for both boys and girls and across high school, detained, and residential samples. Internal consistency estimates were good for the 4 factors, and they showed expected associations with externalizing variables (i.e., arrest history, callous-unemotional traits, and delinquency). Reactive and proactive subtypes showed unique associations consistent with previous literature. Implications for the use of the PCS to assess aggression and inform intervention decisions in diverse samples of youths are discussed. (Contains 1 figure, 4 tables, and 2 footnotes.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A