Azam, ND;
Novin, S;
Oosterveld, P;
Rieffe, C;
(2019)
Aggression in Malaysian adolescents: Validation of the IRPA self-report to measure reactive and proactive aggression.
European Journal of Developmental Psychology
, 16
(2)
pp. 225-235.
10.1080/17405629.2017.1360177.
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Abstract
Motives for aggression can be reactive or proactive. While research on these motives for aggression exists in Western societies, little is known about their prevalence in a non-Western society such as Malaysia. The first step to narrow this gap is to validate an instrument, which measures levels of reactive and proactive aggression. In the present study we translated the instrument for reactive and proactive aggression (IRPA) self-report, and examined its psychometric properties in 957 Malaysian adolescents. Participants completed the IRPA self-report along with instruments measuring victimization, anger, shame, and guilt. The outcomes confirmed the expected two-factor structure, good internal consistency and validity of the IRPA self-report in a Malaysian sample.
| Type: | Article |
|---|---|
| Title: | Aggression in Malaysian adolescents: Validation of the IRPA self-report to measure reactive and proactive aggression |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/17405629.2017.1360177 |
| Publisher version: | https://doi.org/10.1080/17405629.2017.1360177 |
| Language: | English |
| Additional information: | © 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercialNoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/). |
| Keywords: | Validation, victimization, anger, shame, guilt |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10096324 |
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