Volume 14, Issue 1 (11-2016)
RBS 2016, 14(1): 14-22 |
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اکبري بلوطبنگان ا, رحماني ف, عشق آبادي س. Validity and Reliability of the Aggressiveness Scale among Students of Semnan, Iran. RBS 2016; 14 (1) :14-22
URL: http://rbs.mui.ac.ir/article-1-444-en.html
URL: http://rbs.mui.ac.ir/article-1-444-en.html
1- دانشجوي کارشناسي، گروه روانشناسي باليني، دانشگاه سمنان، سمنان، ايران
2- دانشجوي دکتري، روانشناسي تربيتي، دانشگاه سمنان، سمنان، ايران
2- دانشجوي دکتري، روانشناسي تربيتي، دانشگاه سمنان، سمنان، ايران
Abstract: (3052 Views)
Aim and Background: Aggression is common among adolescents all around the world. Therefore, the purpose of the present study was to examine the reliability and validity of the Aggressiveness Scale. Methods and Materials: The present descriptive and psychometric study was conducted on 607 students. The study subjects were selected from among 10-13-year-old students using multi-stage cluster sampling. All participants completed the Aggressiveness Scale and Harter’s Academic Motivation Scale (to determine concurrent validity). Exploratory factor analysis, item-total score correlation, and reliability analyses were performed to examine the psychometric characteristics of the scale. In addition, the Samijima graded response model was used to determine the fitness of data and analysis. Findings: Factorial analysis showed that the Aggressiveness Scale is saturated by one factor and has satisfactory fitness scales. Aggression had significant relationships with academic motivation (-0.17), academic achievement (-0.41), school absenteeism (0.41), and discipline (-0.35) (P < 0.01). Cronbach's alpha coefficient of the scale was 0.82. The data related to question responses had a suitable fitness with the Samijima model and the test awareness function in the range of +0.8 to +3 was a characteristic continuum. The statistical analysis was performed in SPSS, EQS, and Multilog software. Conclusions: The Persian version of the Aggressiveness Scale had acceptable psychometric characteristics among adolescents. Therefore, it can be used as a valid instrument for psychological studies. Furthermore, preventing and reducing aggression, and informing families, managers, chancellors, and teachers regarding the symptoms and causes of this problem, and methods to resolve it are necessary.
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