Reactive and proactive aggression: evidence of a two-factor model.
This article examines the construct validity of reactive and proactive aggression, as assessed by the teacher-rating scale developed by K. A. Dodge and J. D. Coie (1987). In Study 1 (n = 149 boys), confirmatory factor analyses revealed that a 2-factor model, in which a substantial correlation was observed between the 2 latent factors, presented a better fit than a single-factor model. Study 2 (n = 193 boys) examined the relations presented by the 2 forms of aggression with peer status, leadership, social withdrawal, and victimization by peer. Reactive and proactive aggressive behaviors presented distinct patterns of relations consistent with the theoretical definitions. The results of these studies suggest that the questionnaire measures 2 forms of aggressive behavior that, although being substantially related, have a unique discriminant dimension.
Poulin
F
F
Ecole de psychologie, Université Laval, Québec City, Canada. poulin.francois@uqam.ca
Boivin
M
M
D000374:Aggression / Q000145:classification* / Q000523:psychology*; D002648:Child; D002652:Child Behavior / Q000523:psychology*; D005163:Factor Analysis, Statistical; D006801:Humans; D008297:Male; D008960:Models, Psychological; D010379:Peer Group; D011569:Psychiatric Status Rating Scales; D012917:Social Adjustment