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Factor Structure of the Reactive-Proactive Aggression Questionnaire in Turkish Children and Gender, Grade-Level, and Socioeconomic Status Differences in Reactive and Proactive Aggression

The present study aimed to evaluate the factor structure of the Reactive-Proactive Aggression Questionnaire (RPQ) with Turkish children, and to investigate gender, grade-level, and socioeconomic status (SES) differences in reactive and proactive aggression. Participants consisted of 1,081 Turkish children (544 boys and 537 girls) aged 9 to 14 years. Findings from the confirmatory factor analysis provided evidence for the two-factor reactive-proactive model. It was also found that the factor structure of the RPQ was the same across gender groups. Reactive and Proactive Aggression scales and Total Aggression scale showed high internal consistency. Boys got higher scores on both Reactive and Proactive Aggression scales. Reactive and proactive aggression increased with age until Grade 7 in both boys and girls. Finally, the findings showed that, for both boys and girls, children with low SES had significantly higher reactive and proactive aggression scores than children with middle and high SES.

Factor Structure, Measurement Invariance, Criterion Validity, and Reliability of the School Kindness Scale: Turkish Middle School Sample

The aim of the study is to adapt the School Kindness Scale (SKS) to Turkish, and to examine its psychometric properties. For this purpose, two separate samples were used. Totally, 611 middle school students (302 boys, corresponding to 49.43% and 309 girls, corresponding to 50.57%) participated in the Study 1, and 759 middle school students (369 boys, corresponding to 48.62% and 390 girls, corresponding to 51.38%) participated to Study 2. In Study 1, exploratory factor analysis suggested that the SKS has a unidimensional structure, with factor loadings varying from .64 to .72. The SKS total score appears to be reliable (Cronbach’s α = .71 in Study 1, and McDonald’s ω = .82 in Study 2). Using confirmatory factor analysis, the 1-factor model was found to fit the data well. The results of measurement invariance suggest that the SKS measures similar constructs for boys and girls. Significant positive correlations were found between SKS, student-rated school climate, resilience, and life satisfaction, providing further evidence of the construct validity of the Turkish version of the SKS. The evidence suggests that scores from the Turkish version of the SKS are reliable and suitable to be used to assess school kindness in Turkish middle school students.