Buss and Perry Aggression Questionnaire-Short Form in Spanish Children
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Buss and Perry Aggression Questionnaire-Short Form in Spanish Children M. S. Torregrosa 1 & M. I. Gómez-Núñez 1
&
C. J. Inglés 2 & C. Ruiz-Esteban 3 & R. Sanmartín 4 & J. M. García-Fernández 4
# Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract As aggressive behaviors emerge at early ages, is necessary to analyze this construct and its relationship with emotional variables as soon as possible to plan more effective interventions. This work has three main goals. First, to validate the scores of the Aggression Questionnaire Short Form (AQ-SF) in a random sample of 1202 Spanish children (M = 10.09, SD = 1.31, 51% girls), considering its factorial invariance across sex and age and possible differences as a function of these variables. Second, to identify aggression profiles based on the AQ-SF and, finally, to analyze possible differences in school anxiety based on these profiles. Confirmatory factor analysis supported the four-dimensional structure of the AQ-SF scores. Factorial invariance analysis of this model across sex and age confirmed that the model maintains the same structure in boys and girls and different age groups. Latent mean analysis identified significant sex and age differences. Five aggression profiles (High, Moderate High, High Physical, Moderate Low, and Low) were identified using latent profile analysis, and differential functioning of those profiles was found across the dimensions of school anxiety. Results show the adequacy of the AQ-SF scores in Spanish child population and provide relevant data to plan psychoeducational interventions. Keywords Aggression questionnaire short form . Children . Aggression profiles . School anxiety
Childhood is the developmental stage in which many externalized (e.g., oppositional-defiant disorders) and internalized (e.g., anxiety disorders) problems start, although they can continue or develop in adolescence and adulthood (e.g., Kessler et al. 2007, 2005). According to Buss and Perry’s (1992) conception, aggression is defined as a personality trait manifested in a complex response, which includes a set of cognitive (i.e., feelings of injustice or harmful intentions), emotional (i.e., physiological activation and preparation for aggression),
* M. I. Gómez-Núñez [email protected] 1
Area of Education. Department of Social, Legal and Bussiness Sciences, Catholic University of Murcia, Murcia, Spain
2
Department of Health Psychology, Miguel Hernández University of Elche, Elche, Spain
3
Area of Developmental and Educational Psychology. Department of Developmental and Educational Psychology, University of Murcia, Murcia, Spain
4
Area of Developmental and Educational Psychology. Department of Developmental Psychology and Didactics, University of Alicante, Alicante, Spain
and motor reactions (i.e., harming others). At early ages, aggressive manifestations are one of the most common problems; however, due to the difficulty of analyzing cognitive and emotional-physiological components in children, previous research has focused on motor re
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