EARLY EMOTIONAL INSTABILITY, PROSOCIAL BEHAVIOR, AND AGGRESSION - SOME METHODOLOGICAL ASPECTS
EARLY EMOTIONAL INSTABILITY, PROSOCIAL BEHAVIOR, AND AGGRESSION - SOME METHODOLOGICAL ASPECTS
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DOI：
10.1002/per.2410070103
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发表时间：
1993-03-01
影响因子：
5.9
通讯作者：
PASTORELLI, C
中科院分区：
文献类型：
--
作者：
CAPRARA, GV;PASTORELLI, C
研究了7 ~ 10岁小学生情绪不稳定、亲社会行为和攻击量表的内在一致性。在上述三个维度上获得了多个被调查者（自我报告、教师评价、母亲评价和同伴推荐）。量表之间的关系首先在单个举报人的参考框架内进行检查，然后在举报人之间进行检查。同时效度评估采用社会计量测量（受欢迎程度、排斥程度、社会影响和社会偏好）和Achenbach and Edelbrock儿童行为检查表（教师和家长表格）。结果证实了儿童自述、教师评定和母亲评定中情绪不稳定、亲社会行为和攻击性三个量表的内在效度。在儿童行为研究的多重信息提供者策略中，使用自我报告措施似乎很有希望。相关结果显示，三个量表的并发效度均较好，其中教师评价和同伴提名的并发效度最高。情绪不稳定与攻击行为之间的密切关系带来了判别效度的问题，需要进一步研究
The internal consistency of Emotional Instability, Prosocial Behaviour, and Aggression scales was examined in elementary school children aged between 7 and 10 years. Multiple informants (self-report, teacher rating, mother rating, and peer nomination) were obtained on the above three dimensions. Relationships between the scales were first examined within the single informant frame of reference and then between informants. The concurrent validity was assessed using sociometric measures (popularity, rejection, social impact, and social preference) and the Achenbach and Edelbrock Child Behavior Checklist (teacher and parent form). The results confirm the internal validity of the three scales measuring emotional instability, prosocial behaviour, and aggression in child self-report, teacher rating, and mother rating. The use of self-report measures seems promising within the multiple informant strategy of research on child behaviour. Correlational results show satisfactory concurrent validity for the three scales, especially for teacher rating and peer nomination. The strict relation between emotional instability and aggression poses problems of discriminant validity which need to be further investigated