اخبار روانشناسی ندای مهر
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Perceived Autonomy Support: The Climate Questionnaires
The Learning Climate Questionnaire (LCQ)
The LCQ has a long form containing 15 items and a short form containing 6 of the items. The questionnaire is typically used with respect to specific learning settings‚ such as a particular class‚ at the college or graduate school level. Thus‚ the questions are sometimes adapted slightly‚ at least in the instructions‚ so the wording
pertains to the particular situation being studied--an organic chemistry class‚ for example. In these cases‚ the questions pertain to the autonomy support of an individual instructor‚ preceptor‚ or professor. If‚ however‚ it is being used to assess a general learning climate in which each student has several instructors‚ the questions are stated with respect to the autonomy support of the faculty members in general. Below‚ you will find the 15-item version of the questionnaire‚ worded in terms of my instructor. If you would like to use the 6-item version‚ simply reconstitute the questionnaire using only items # 1‚ 2‚ 4‚ 7‚ 10‚ and 14.
* * * * * * * * * * * *
Learning Climate Questionnaire
This questionnaire contains items that are related to your experience with your instructor in this class. Instructors have different styles in dealing with students‚ and we would like to know more about how you have felt about your encounters with your instructor. Your responses are confidential. Please be honest and candid.
1. I feel that my instructor provides me choices and options.
2. I feel understood by my instructor.
3. I am able to be open with my instructor during class.
4. My instructor conveyed confidence in my ability to do well in the course.
5. I feel that my instructor accepts me.
6. My instructor made sure I really understood the goals of the course and what I need to do.
7. My instructor encouraged me to ask questions.
8. I feel a lot of trust in my instructor.
9. My instructor answers my questions fully and carefully.
10. My instructor listens to how I would like to do things.
11. My instructor handles people's emotions very well.
12. I feel that my instructor cares about me as a person.
13. I don't feel very good about the way my instructor talks to me.
14. My instructor tries to understand how I see things before suggesting a new way to do things.
15. I feel able to share my feelings with my instructor.
* * * * * * * * * * * *
Articles that have Used the Learning Climate Questionnaire
Black‚ A. E.‚ & Deci‚ E. L. (2000). The effects of instructors autonomy support and students autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education‚ 84‚ 740-756.
Williams‚ G. C.‚ Saizow‚ R.‚ Ross‚ L.‚ & Deci‚ E. L. (1997). Motivation underlying career choice for internal medicine and surgery. Social Science and Medicine‚ 45‚ 1705-1713.
Williams‚ G. C.‚ & Deci‚ E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology‚ 70‚ 767-779.
Williams‚ G. C.‚ Wiener‚ M. W.‚ Markakis‚ K. M.‚ Reeve‚ J.‚ & Deci‚ E. L. (1994). Medical student motivation for internal medicine. Journal of General Internal Medicine‚ 9‚ 327-333.
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The Self-Regulation Questionnaires
Prosocial Self-Regulation Questionnaire (SRQ-P)
This questionnaire concerns the reasons why children engage in various prosocial behaviors. The scale was developed for children in late elementary and middle school and uses the same format as the Academic Self- Regulation Questionnaire (SRQ-A)‚ which is the other SRQ developed for children. As with the SRQ-A‚ the
responses on this SRQ-P are on a 4-point scale (rather than the 7-point scale used for adults)‚ and the very true response comes first for each item‚ so the scale is scored as follows: Very True is scored 4; Sort of True is scored 3; Not Very True is scored 2; and Not at All True is scored 1. This way‚ a higher score will indicate a
higher level of endorsement of that regulatory style. The SRQ-P uses three subscales: external regulation‚ introjected regulation‚ and identified regulation. Because these kinds of behaviors result from internalization rather than being done naturally‚ there is not an intrinsic motivation subscale to this questionnaire.
The Scale
Why I Do Some Behaviors
These questions are about the reasons you do things. Different kids have different reasons.
We want to know how true each of these reasons is for you.
Why do you keep a promise to friends?
1. So my friends will like me.
2. Because I’d feel like a bad person if I didn’t.
3. Because my friends will get made at me if I don’t.
4.
Because I think it’s important to keep promises.
5. Because I don’t like breaking promises.
Why do you not make fun of another child for making a mistake?
6. Because if I do‚ I’ll get in trouble.
7. Because I think it’s important to be nice to others.
8. Because I’d feel ashamed of myself after I did it.
9. Because other kids won’t like me if I do that.
10. Because I don’t like to be mean.
Why don’t you hit someone when you’re mad at them?
11. Because I’ll get in trouble if I do.
12. Because I want other kids to like me.
13. Because I don’t like to hit others.
14. Because I wouldn’t want to hurt someone.
15. Because I’d feel bad about myself if I did.
Why do you try to be nice to other kids?
16. Because if I don’t‚ other kids won’t like me.
17.Because I’ll get in trouble if I don’t.
18. Because I think it’s important to be a nice person.
19. Because I will feel bad about myself if I don’t.
20. Because I don’t like being mean.
Why would you help someone who is in distress?
21. Because I think it’s important to give help when it’s needed.
22. Because I could get in trouble if I didn’t.
23. Because I’d feel bad about myself if I didn’t.
24. Because I want people to like me.
25. Because it is satisfying to help others.
Validation Article
Ryan‚ R.M.‚ & Connell‚ J.P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology‚ 57‚ 749-761.
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7
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Strongly
disagree
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neutral
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strongly
agree
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1
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2
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3
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4
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5
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6
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7
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Strongly
disagree
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neutral
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strongly
agree
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1
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2
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3
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4
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5
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6
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7
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Strongly
disagree
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neutral
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strongly
agree
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1
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2
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3
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4
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5
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6
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7
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Strongly
disagree
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neutral
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strongly
agree
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6
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7
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Strongly
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neutral
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strongly
agree
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Strongly
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neutral
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strongly
agree
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neutral
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strongly
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strongly
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neutral
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strongly
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7
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neutral
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strongly
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7
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Strongly
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neutral
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strongly
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7
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Strongly
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neutral
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strongly
agree
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neutral
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strongly
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neutral
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strongly
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The Self-Regulation Questionnaires
Prosocial Self-Regulation Questionnaire (SRQ-P)
This questionnaire concerns the reasons why children engage in various prosocial behaviors. The scale was developed for children in late elementary and middle school and uses the same format as the Academic Self- Regulation Questionnaire (SRQ-A)‚ which is the other SRQ developed for children. As with the SRQ-A‚ the
responses on this SRQ-P are on a 4-point scale (rather than the 7-point scale used for adults)‚ and the very true response comes first for each item‚ so the scale is scored as follows: Very True is scored 4; Sort of True is scored 3; Not Very True is scored 2; and Not at All True is scored 1. This way‚ a higher score will indicate a
higher level of endorsement of that regulatory style. The SRQ-P uses three subscales: external regulation‚ introjected regulation‚ and identified regulation. Because these kinds of behaviors result from internalization rather than being done naturally‚ there is not an intrinsic motivation subscale to this questionnaire.
The Scale
Why I Do Some Behaviors
These questions are about the reasons you do things. Different kids have different reasons.
We want to know how true each of these reasons is for you.
Why do you keep a promise to friends?
1. So my friends will like me.
2. Because I’d feel like a bad person if I didn’t.
3. Because my friends will get made at me if I don’t.
4.
Because I think it’s important to keep promises.
5. Because I don’t like breaking promises.
Why do you not make fun of another child for making a mistake?
6. Because if I do‚ I’ll get in trouble.
7. Because I think it’s important to be nice to others.
8. Because I’d feel ashamed of myself after I did it.
9. Because other kids won’t like me if I do that.
10. Because I don’t like to be mean.
Why don’t you hit someone when you’re mad at them?
11. Because I’ll get in trouble if I do.
12. Because I want other kids to like me.
13. Because I don’t like to hit others.
14. Because I wouldn’t want to hurt someone.
15. Because I’d feel bad about myself if I did.
Why do you try to be nice to other kids?
16. Because if I don’t‚ other kids won’t like me.
17.Because I’ll get in trouble if I don’t.
18. Because I think it’s important to be a nice person.
19. Because I will feel bad about myself if I don’t.
20. Because I don’t like being mean.
Why would you help someone who is in distress?
21. Because I think it’s important to give help when it’s needed.
22. Because I could get in trouble if I didn’t.
23. Because I’d feel bad about myself if I didn’t.
24. Because I want people to like me.
25. Because it is satisfying to help others.
Validation Article
Ryan‚ R.M.‚ & Connell‚ J.P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology‚ 57‚ 749-761.
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Perceived Autonomy Support: The Climate Questionnaires
The Sport Climate Questionnaire (SCQ)
The SCQ has a long form containing 15 items and a short form containing 6 of the items. The questionnaire is typically used with respect to specific coaches or individuals in comparable positions with respect to a sport or physical activity. The wording can be changed slightly to specify the particular situation being studied. The questions then pertain to the autonomy support of the respondents coach‚ trainer‚ or sport/exercise instructor. Below‚ you will find the 15-item version of the questionnaire‚ worded in terms of my coach (or trainer). If you would like to use the 6-item version‚ simply reconstitute the questionnaire using only items # 1‚ 2‚ 4‚ 7‚ 10‚ and 14.
* * * * * * * * * * * *
Sport Climate Questionnaire
This questionnaire contains items that are related to your experience with your coach (trainer). Coaches have different styles in dealing with athletes‚ and we would like to know more about how you have felt about your encounters with your coach. Your responses are confidential. Please be honest and candid.
1. I feel that my coach provides me choices and options.
2. I feel understood by my coach.
3. I am able to be open with my coach while engaged in athletics.
4. My coach conveyed confidence in my ability to do well at athletics.
5. I feel that my coach accepts me.
6. My coach made sure I really understood the goals of my athletic involvement and what I need to do.
7. My coach encouraged me to ask questions.
8. I feel a lot of trust in my coach.
9. My coach answers my questions fully and carefully.
10. My coach listens to how I would like to do things.
11. My coach handles people's emotions very well.
12. I feel that my coach cares about me as a person.
13. I don't feel very good about the way my coach talks to me.
14. My coach tries to understand how I see things before suggesting a new way to do things.
15. I feel able to share my feelings with my coach.
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very
true
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not at all
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Very true
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Not very true
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Sort of true
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Not at all true
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Very true
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Not very true
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Sort of true
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Not at all true
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Very true
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Not very true
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Not at all true
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Very true
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Not very true
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Very true
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Very true
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Very true
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Not very true
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Very true
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Not very true
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Not at all true
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Very true
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Not very true
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Very true
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Very true
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Not very true
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Very true
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Not very true
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Very true
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Not very true
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Very true
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Not very true
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Very true
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Not very true
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Very true
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Not very true
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Sort of true
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Not at all true
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Always
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Most of the time
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Sometimes
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Never
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Always
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Most of the time
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Sometimes
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Never
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Always
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Most of the time
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Sometimes
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Never
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Always
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Most of the time
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Always
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Most of the time
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Always
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Most of the time
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Never
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Most of the time
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Never
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Always
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Never
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Always
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Most of the time
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Never
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Never
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Never
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Never
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Never
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Never
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Most of the time
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Sometimes
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Never
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Always
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Most of the time
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Sometimes
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Never
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not at all
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This document results from a collaborative effort on the part of several of the ACE centers to address the difficulties associated with empirical assessment of aggression and victimization.
The following table contains information and references for self and teacher report measures of aggressive behavior and victimization in youth. The list represents all measures for which documentation was available and may not be exhaustive. Whenever possible‚ we provide the range of internal consistency for the measures. Some measures provided additional or alternate psychometric measures. However‚ for the sake of a consistent presentation we limit our listing to the internal consistency. For further information on psychometrics of an individual measure‚ please refer to the reference for the measure provided at the end of the document.
Measures noted with an asterisk (*) are those that require payment for a review copy of the measure. All other measures are provided free of charge.
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Name of Measure
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Author/Contact
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Description/Psychometrics
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Adolescent Violence Survey (Child Self-Report)* |
Paul M. Kingery 1998/ این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید
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- Ages 11-18 (6th – 12th grade) - 41 items measuring violent behavior (time period not specified) - Subscales include Common Violence‚ Inventive Violence‚ Passive Aggression‚ Impulsive Violence‚ Menacing Language‚ and Severe Menacing - Internal Consistency .94 on sample of 12-14 year olds |
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Aggression - Problem Behavior Frequency Scale (Child Self-Report)**
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Multisite Violence Prevention Project 2004/ CDC Compendium |
- Ages 11-14 (6th – 8th grade) - 18 items measuring aggression in the last 30 days - Subscales include Physical Aggression‚ Non-Physical Aggression‚ and Relational Aggression - Internal Consistency .79-.80 on sample of 11-14 year olds |
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Aggression Scale (Child Self-Report)** |
Orpinas & Frankowski 1998/ CDC Compendium |
- Ages 11-14 (6th – 8th grade) - 11 items measuring aggressive behavior in the last 7 days - No subscales specified - Internal Consistency .88-.90 on sample of 9–14 year olds |
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Aggression Towards Parents High Risk Behavioral Assessment (Child Self-Report)**
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Dolan 1989/ CDC Compendium
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- Ages 8-18 (3rd – 12th grade) - 9 items measuring frequency of aggressive behavior toward parents (time period not specified) - No subscales specified - Internal Consistency not assessed |
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Aggression and Victimization Scale (Child Self-Report)**
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Orpinas & Frankowski 2001/ CDC Compendium |
Ages 9-11 (4th – 5th grade) - 12 items measuring victimization and aggressive behaviors in the last 7 days - Subscales include Aggression and Victimization - Internal consistency .84-.86 on sample of 9-11 year olds |
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Aggressive Behavior Checklist (Child Self-Report)*
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Jeremy Shapiro 2000/ این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید
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- Ages 11-14 (6th – 8th grade) - 17 items measuring overt aggressive behavior (time period not specified) - No subscales specified - Internal Consistency .90 on sample of African-American and Caucasian 11-14 year olds |
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Aggressive Behavior Checklist (Teacher Report)*
|
Jeremy Shapiro 2000/ این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید
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- Ages 11-14 (6th – 8th grade) - 17 items measuring overt aggressive behavior (time period not specified) - No subscales specified - Internal Consistency .91 on sample of African-American and Caucasian 11-14 year olds |
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Aggressive Behavior - Joyce Foundation Youth Survey (Child Self-Report)**
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LH Research‚ INC 1993/ CDC Compendium |
- Ages 11-14 (6th – 8th grade) - 6 items measuring victimization and perpetration of violence in the last 30 days - No subscales specified - Internal Consistency .72 on a sample of 11-14 year olds and adults 18 and older |
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Aggressive Behavior Teacher Checklist (Teacher Report )
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Kenneth A. Dodge & John D. Coie 1987/ Kenneth A. Dodge این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید |
- Ages 6-12 (1st – 6th grade) - 6 items measuring aggressive behavior (time period not specified) - Subscales include Reactive Aggression and Proactive Aggression - Internal Consistency .87-.88 on a sample of teachers of 9-12 year olds |
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Anger Response Inventory
(Child Self-Report)
|
June Price Tangney‚ Patricia E. Wagner‚ Alice Hansbarger‚ & Richard Gramzow 1991/ June Tangney این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید |
- Ages 8-14 (3rd – 8th grade) - 20 items measuring aggressive behaviors and perceptions of their consequences (time period not specified) - Subscales include Intentions‚ Behavioral Responses - Aggressive‚ Behavioral Responses Non-aggressive‚ Cognitive Re-appraisals‚ and Long-term Consequences - Internal Consistency .91-.94 on 8-14 year olds |
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Anger Self-Report
(Child Self-Report)
|
Martin L. Zelin‚ Gerald Adler‚ & Paul Myerson 1972/ Martin Zelin این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید
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- Ages 13 and older (7th grade and up) - 64 items measuring expression of anger (time period not specified) - Subscales include Awareness of Anger‚ General Expression of Anger‚ Physical Aggression‚ Verbal Aggression‚ Guilt‚ Condemnation of Anger‚ and Mistrust or Suspicion - Internal Consistency .64-.83 on psychiatric patients and college students |
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Asian /Pacific Islander Youth Violence Prevention Center Prevalence and Risk-Protective Factors Survey (Child Self-Report)
|
Thornberry‚ Krohn‚ Lizotte‚ Smith‚ and Tobin 2003/ Earl Hishinuma HishinumaE@dop.
hawaii.edu
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- Ages 11-21 (5th grade and up) - 11 item subscale measuring aggressive behavior in the last 30 days - No subscales specified - Internal Consistency not available |
|
Behavior Assessment System for Children (Child Self-Report)*
|
Cecil R. Reynolds & Randy W. Kamphaus 1992/ این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید |
- Ages 6-18 (1st – 12th grade) - 130 items measuring adaptive and maladaptive behaviors (time period not specified) - Subscales include Anxiety‚ Attitude to Teachers‚ Atypicality‚ Depression‚ Locus of Control‚ Sense of Inadequacy‚ Social Stress‚ Interpersonal Relations‚ Relations with Parents‚ Self-Esteem‚ Self-Reliance‚ School Maladjustment Composite‚ Clinical Maladjustment Composite‚ Personal Adjustment Composite‚ and Emotional Symptoms Composite - Internal Consistency .80-.90 on sample of 6-10 year olds |
|
Behavior Assessment System for Children (Teacher Report)*
|
Cecil R. Reynolds & Randy W. Kamphaus 1992/ این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید |
- Ages 6-18 (1st – 12th grade) - 130 items measuring adaptive and maladaptive behaviors (time period not specified) - Subscales include Aggression‚ Anxiety‚ Attention Problems‚ Atypicality (Psychoticism)‚ Conduct Problems‚ Depression‚ Hyperactivity‚ Learning Problems‚ Somatization‚ Withdrawal‚ Externalizing Problems Composite‚ Internalizing Problems Composite‚ School Problems Composite‚ Behavior Symptoms Index‚ Adaptability‚ Leadership‚ Social Skills‚ Adaptive Skills Composite‚ and Study Skills - Internal Consistency .62-.95 on sample of teachers of 6-10 year olds |
|
Behavior Dimensions Rating Scale (Teacher Report)*
|
Lyndal M. Bullock & Michael J. Wilson 1989/ این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید |
- Ages 5 and older (Kindergarten – 12th grade) - 31 items measuring behavior patterns (time period not specified) - Subscales include Aggressive-Acting Out‚ Irresponsible-Inattentive‚ Socially Withdrawn‚ and Fearful-Anxious - Internal Consistency .87-.98 on sample of 5-18 year olds |
|
Behavior Rating Profile
(Child Self-Report)*
|
Linda Brown & Donald D. Hammill 1990/ این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید |
- Ages 6-18 (1st-12th grade) - 30 items measuring behavior (time period not specified) - No subscales specified - Internal Consistency .77-.87 on sample 6-18 year olds |
|
Behavior Rating Profile
(Teacher Report)*
|
Linda Brown & Donald D. Hammill 1990/ این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید |
- Ages 6-18 (1st-12th grade) - 30 items measuring behavior (time period not specified) - No subscales specified - Internal Consistency .87-.97 on sample of teachers of 6-18 year olds |
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Behavioral Checklist of Aggressiveness‚ Assertiveness‚ and Submissiveness (Teacher Report)
|
Robert Deluty 1984/ Robert H. Deluty این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید |
- Ages 6-12 (1st-6th grade) - 30 items measuring natural behavior during school activities (time period not specified) - Subscales include Aggressiveness‚ Assertiveness‚ and Submissiveness - Internal Consistency .38-.88 on sample of 6-12 year olds in a parochial school |
|
Bullying Behavior Scale
(Child Self-Report)
|
Sharon Austin & Stephen Joseph 1996/ Stephen Joseph این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید.u |
- Ages 8-11 (3rd - 5th grade) - 6 items measuring perpetration of negative physical actions (time period not specified) - No Subscales specified - Internal Consistency .82 on sample of 5-11 year olds in the UK |
|
Burk's Behavior Rating Scale (Teacher Report)*
|
Harold F. Burks 1977/ custsvc@wpspublish.
com
|
- Ages 6-13 (1st-9h grade) - 110 items measuring patterns of behavior problems (time period not specified) - Subscales include Excessive Self-Blame‚ Excessive Anxiety‚ Excessive Withdrawal‚ Excessive Dependency‚ Poor Ego Strength‚ Poor Physical Strength‚ Poor Coordination‚ Poor Intellectuality‚ Poor Academics‚ Poor Attention‚ Poor Impulse Control‚ Poor Reality Contact‚ Poor Sense of Identity‚ Excessive Sense of Persecution‚ Excessive Aggressiveness‚ Excessive Resistance‚ and Poor Social Conformity - Internal Consistency not assessed |
|
Child Behavior Checklist
(Teacher Report)*
|
Thomas M. Achenbach 1991‚ 2001/ این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید |
- Ages 6-18 (1st-12th grade) - 140 items measuring a child’s problem behaviors and competencies in the last 6 months - Subscales include Aggressive Behavior‚ Anxious/Depressed‚ Attention Problems‚ Delinquent Rule-Breaking Behavior‚ Social Problems‚ Somatic Complaints‚ Thought Problems‚ Withdrawn‚ Externalizing‚ Internalizing‚ Total Problems‚ and DSM-oriented scales. - Internal Consistency .78-.97 on sample of 6-18 year olds |
|
Direct Observation Form
(Teacher Report)*
|
Thomas M. Achenbach 1986/ این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید
|
- Ages 5-14 (Kindergarten – 10th grade) - 96 items measuring children’s observable behavior during a 10-minute time period - Subscales include Withdrawn-Inattentive‚ Nervous-Obsessive‚ Depressed‚ Hyperactive‚ Attention-Demanding‚ Aggressive‚ On-Task‚ Internalizing‚ Externalizing‚ and Total Problems - Internal Consistency not assessed |
|
Fighting – High Risk Behavioral Assessme nt
(Child Self-Report)**
|
Dolan 1989/ CDC Compendium
|
- Ages 8-18 (3rd – 12th grade) - 10 items measuring frequency of violent behavior between peers (time period not specified) - No subscales specified - Internal Consistency not assessed- |
|
Fighting to and From School NYC Youth Violence Survey (Child Self-Report) **
|
Division of Adolescent and School Health‚ CDC 1993/ CDC Compendium |
- Ages 14-18 ( 9th – 12th grade) - 4 items measuring frequency of fighting going to and from school in the last 12 months - No subscales specified - Internal Consistency not assessed |
|
High Risk Situations Questionnaire (Child Self-Report)
|
Andrew J. Howell‚ John R. Reddon‚ & Richard A. Enns 1997/ Andrew Howell این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید |
- Ages 12-18 (7th – 12th grade) - 66 items importance of antecedents to a past‚ highly salient offense (time period not specified) - Subscales include Delinquency‚ Negative Affectivity‚ and Aggression - Internal Consistency not assessed |
|
Interpersonal Behavior Survey (Child Self-Report)*
|
Paul A. Muager‚ David R. Adkinson‚ Suzanne K. Zoss‚ Gregory Firestone‚ & David Hook 1993/ این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید |
- Ages 14 and older (9th grade and up) - 272 items a portion of which measure dimensions of assertive and aggressive behavior (time period not specified) - Subscales include Denial‚ Infrequency‚ Impression Management‚ General Aggressiveness‚ Hostile Stance‚ Expression of Anger‚ Disregard for Rights‚ Verbal Aggressiveness‚ Physical Aggressiveness‚ Passive Aggressiveness‚ General Assertiveness‚ Self-Confidence‚ Initiating Assertiveness‚ Defending Assertiveness‚ Frankness‚ Praise‚ Requesting Help‚ Refusing Demands‚ Conflict Avoidance‚ Dependency‚ and Shyness. - Internal Consistency .11-.90 on a sample of adult community members‚ 2 college groups‚ an African-American group‚ and a high school group |
|
Measure of Aggression‚ Violence‚ Rage in Children (Child Self-Report)
|
Jonathan N. Bass‚ Douglas L. Geenens‚ & charles Popper 1993/ Jonathan B. Bass این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید |
- Ages 4 - 18 (pre-school – 12th grade) - 19 measuring impulsive aggressiveness (time period not specified) - No subscales specified - Internal Consistency .84-.89 on sample of 1-8 year olds in a psychiatric unit and a sample of 2-8 year olds in a public elementary school |
|
Missouri Children's Behavior Checklist
(Teacher Report)**
|
Jacob O. Sines 1987/ Jacob O. Sines این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید
|
- Ages 9-15 (4th – 10th grade) - 68 items measuring behavior of children in class (time period not specified) - Subscales include Aggression‚ Inhibition‚ Activity Level‚ Somatization‚ Sociability‚ and Depression - Internal Consistency .42-.90 on sample of teachers in a small town in Missouri |
|
Modified Aggression Scale
(Child Self-Report)**
|
Kris Bosworth‚ Dorothy L. Espelage‚ & Thomas R. Simon 1999/ CDC Compendium |
- Ages 11- 13 (6th – 8th grade) - 22 items measuring aggressive behavior in the last 30 days - Subscales include Fighting‚ Bullying‚ Anger‚ and Cooperative/Caring Behavior - Internal Consistency .73-.83 on sample of 11-13 year olds |
|
Modified National Youth Survey Delinquency Scale (Child Self-Report)
|
Elliot‚ Huizinga‚ and Ageton 1985/Thao Le این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید |
- Ages 11- 13 (6th – 8th grade) - 45 item subscale adapted from the National Youth Survey measuring delinquent behavior in the last year - No subscales specified - Internal Consistency .78-.88 on sample of 11-17 year olds |
|
New York Teacher Rating Scale
(Teacher Report)
|
Laurie S. Miller‚ Rachel G. Klein‚ John Piacentini‚ Howard Abikoff‚ Manoj R. Shah‚ Anna Samoilov‚ & Mary Guardino 1995/ Laurie S. Miller این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید |
- Ages 6- 18 (1st – 12th grade) - 36 items measuring defiant and aggressive behavior (time period not specified) - Subscales include Defiance‚ Physical Aggression‚ Delinquent Aggression‚ Peer Relations‚ Antisocial Behavior‚ and Disruptive Behavior - Internal Consistency .73-.95 on sample of 6-18 year olds and a sample of children meeting DSMIII_R criteria of conduct disorder |
|
Non-Physical Aggression - Pittsburgh Youth Study
(Child Self-Report)**
|
Loeber‚ Farrington‚ Stouthamer-Loeber‚ & Van Kammen 1998/ CDC Compendium |
- Ages 6‚ 9 and 12 (1st ‚ 4th ‚ and 7th grade) - 16 items measuring non-physical aggressive behavior (time period not specified) - No subscales specified - Internal Consistency .85 on sample of 6‚9‚ and 12 year old males followed into adulthood |
|
Physical Aggression Scale
(Child Self-Report)
|
L. Rowell Huesmann‚ Leonard D. Eron‚ Monroe M. Lefkowitz‚ & Leopold O. Walder 1984/ L. Rowell Huesmann این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید |
- Ages 15 and older (10th grade and up) - 13 items measuring general aggressive behavior (time period not specified) - No subscales specified - Internal Consistency .81 -.85 on sample of 48-50 year olds |
|
Physical Fighting - Youth Risk Behavior Survey (Child Self-Report)**
|
Division of Adolescent and School Health‚ CDC 1993‚2003/ CDC Compendium |
- Ages 14–18 (9th -12th grade) - 4 items measuring frequency of fighting and injuries from fights in the last year - No subscales specified - Internal Consistency not assessed |
|
Problem Behavior Frequency Scales (Child Self-Report)
|
Farrell‚ Danish‚ and Howard 1992/ Al Farrell این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید |
- Ages 12-18 (7h - 12th grade ) - 51 items measuring frequency of problem behaviors in the last 30 days - Subscales include Physical Aggression‚ Non-physical Aggression‚ Relational Aggression‚ Overt Victimization‚ Relational Victimization‚ Delinquent Behavior‚ and Drug Use - Internal Consistency .72 - .88 on a sample of 12 and 14 year olds |
|
Questionnaire on Emotional Instability‚ Pro-social Behavior‚ and Aggression (Child Self-Report)
|
Concetta Pastorelli‚ Claudio Barbaranelli‚ Ivo Cermak‚ Sandor Rozsa‚ & Gian Vittorio Caprara 1997/ Gian Vittorio Caprara این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید |
- Ages 11-15 (6th - 10h grade) - 55 items measuring emotional instability‚ pro-social behavior‚ and aggression (time period not specified) - Subscales include Emotional Instability‚ Pro-social Behavior‚ and Aggression - Internal Consistency .69 - .87 on a sample of 11-15 year olds in Italy‚ Hungary and the Czech Republic |
|
Reactive/Proactive Aggression FastTrack (Child Self-Report)**
|
Dodge & Coie 1987/ CDC Compendium |
- Ages 7-16 (2nd - 11th grade) - 26 items measuring reactive and proactive aggression (time period not specified) - No subscales specified - Internal Consistency .84 -.91 on sample of 7-16 year old males |
|
Reactive/Proactive Aggression FastTrack (Teacher Report)**
|
Dodge & Coie 1987/ CDC Compendium |
- Ages 4 -18 (kindergarten - 12th grade) - 6 items measuring reactive teacher’s perceptions of reactive and proactive aggression (time period not specified) - No subscales specified - Internal Consistency .90 - .94 on sample of teachers of 4-18 year olds |
|
Revised Behavior Problem Checklist
(Teacher Report)*
|
Herbert C. Quay & Donald R. Peterson 1996/ این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید
|
- Ages 5 -18 (kindergarten - 12th grade) - 89 items measuring problem behavior (time period not specified) - Subscales include Conduct Disorder‚ Socialized Aggression‚ Attention Problems - Immaturity‚ Anxiety-Withdrawal‚ Psychotic Behavior‚ and Motor Tension-Excess - Internal Consistency .73-.94 on sample children in psychiatric treatment and children attending a school for children with disabilities |
|
Revised Olweus Bully/Victim Questionnaire (Child Self-Report)*
|
Dan Olweus 1996/ Dan Olweus این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید
|
- Ages 8-16 (3rd – 101h grade) - 40 items measuring bully/victim problems (time period not specified) - No subscales specified - Internal Consistency .80-.90 on students in Norway‚ US‚ and UK |
|
Revised Teacher Rating Scale for Reactive and Proactive Aggression (Teacher Report)
|
Kim Brown‚ Marc S. Atkins‚ Mary L. Osborne‚ & Mary Milnamow 1996/ Mark S. Atkins این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید |
- Ages 8-10 (3rd - 12th grade) - 28 items measuring reactive aggression and proactive aggression (time period not specified) - Subscales include Proactive Aggression‚ Reactive Aggression‚ Covert Antisocial‚ and Prosocial Behavior - Internal Consistency .92-.94 on sample of teachers of 8-10 year old boys |
|
Sage Baseline Survey
(Child Self-Report)**
|
Research Triangle Institute 1993/ CDC Compendium |
- Ages 12-16 (7th -11h grade) - 12 items measuring the recency of aggressive and other high risk behaviors (time period not specified) - Subscales include Aggressive Behavior‚ Disciplinary and Delinquent Behavior‚ and Drug and Alcohol Use - Internal Consistency .80 on sample of 12-16 year old African American males |
|
Seriousness of Violence Classification - Pittsburgh Youth Study (Child Self-Report)**
|
Loeber‚ Farrington‚ Stouthamer-Loeber‚ & Van Kammen 1998/ CDC Compendium |
- Ages 6‚ 9 and 12 (1st ‚ 4th ‚ and 7th grade) - 5 items measuring the highest level of violence reached in the past 6 months or 1 year - No subscales specified - Internal Consistency not assessed |
|
Social Behavior Questionnaire (Teacher Report)
|
Richard E. Tremblay‚ Rolf Loeber‚ C. Gagnon‚ P. charlebois‚ S. Larivee‚ & M. LeBlanc 1991/ Richard E. Tremblay این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید |
- Ages 6-14 (1st – 9th grade) - 44 items measuring physical aggression (time period not specified) - Subscales include Disruptiveness‚ Physical Aggression‚ Anxiety‚ Inattention‚ Hyperactivity‚ Opposition‚ and Prosociality - Internal Consistency .61-.93 on a sample of teachers of 6-12 year old French Canadian boys |
|
Social Experience Questionnaire (Child Self-Report)
|
Nicki R. Crick & Jennifer K. Grotpeter 1996/ Nicki R. Crick این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید |
- Ages 9-11 (4th – 5th grade) - 17 items measuring positive and negative treatment by peers (time period not specified) - Subscales include Victims of Relational Aggression‚ Victims of Overt Aggression‚ and Recipients of Caring Acts - Internal Consistency .89-.91 on a sample of 8-10 year olds |
|
Teacher Observations of Classroom Adaptation-Revised (Teacher Report)
|
S.G. Kellam‚ C.H. Brown‚ B.R. Rubin‚ & M.E. Ensminger 1983/Henry David این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید |
- Ages 6-12 (1st – 6h grade) - 43 items measuring problem behaviors in the classroom (time period not specified) - Subscales include Concentration‚ Aggression‚ Shyness‚ Maturity‚ Hyperactivity‚ Impulsivity‚ and Depression - Internal Consistency not available |
|
Victimization - Problems Behavior Frequency Scale (Child Self-Report)**
|
Multisite Violence Prevention Project 2004/ CDC Compendium |
- Ages 12-14 (6th – 8th grade) - 12 items measuring frequency of overt and relational victimization in the last 30 days - Subscales include Overt Victimization and Relational Victimization - Internal Consistency .84 on a sample of 12-14 year olds |
|
Victimization
(Child Self-Report)**
|
Orpinas & Kelder 1995/ CDC Compendium |
- Ages 12-14 (66h – 8th grade) - 10 items measuring frequency of victimization in the last 7 days - No subscales specified - Internal Consistency .85 on a sample of 12– 14 year olds |
|
Youth Self Report
(Child Self-Report)*
|
Thomas M. Achenbach & C. S. Edelbrock 1991‚ 2001/ این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید |
- Ages 11-18 (6th – 12th grade) - 112 items measuring competence and behavior problems (time period not specified) - Subscales include Competence Scales‚ Somatic Complaints‚ Anxious/Depressed‚ Social Problems‚ Thought Problems‚ Attention Problems‚ Delinquent Rule-Breaking Behaviors‚ Aggressive Behaviors‚ Internalizing‚ Externalizing‚ Total Problems‚ and DSM-oriented scales. - Internal Consistency .71-.95 on a sample of 11-18 year olds |
|
Youth's Victimization by Community Violence Questionnaire (Child Self-Report)
|
Kuther & Fisher 1998/ Tara L. Kuther این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید |
- Ages 12-14 (6th – 8th grade) - 90 items measuring experiences with violent events (time period not specified) - Subscales include Victimization of yourself or someone else‚ Being Chased or Threatened‚ Being Slapped‚ Hit‚ Punched‚ or Jumped‚ Being Mugged or Robbed‚ and Being Seriously Wounded - Internal Consistency not assessed |
Reference List for Self and Teacher Report Measures of Aggression and Victimization
Checklist (Rev ed.). Burlington‚ VT: University of Vermont‚ Department of
Profiles. Burlington‚ VT: University of Vermont‚ Department of Psychology.
Austin‚ S.‚ & Joseph‚ S. (1996). Assessment of bully/victim problems in 8 to 11 year-
olds. British Journal of Educational Psychology‚ 66 (4)‚ 447-456.
Bosworth‚ K.‚ Espelage‚ D. L.‚ & Simon‚ T. R. (1999). Factors associated with
bullying behavior in middle school students. Journal of Early Adolescence‚ 19 (3)‚
Brown‚ K.‚ Atkins M. S.‚ Osborne‚ M. L.‚ & Milnamow‚ M. (1996). A revised teacher
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Response Inventory for Adolescents (ARI-Adol). George Mason University‚
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