Comparison of Peer, Teacher and Self-Assessments on Adolescent Direct and Indirect Aggression

A Meta-Analysis of the Distinction between Reactive and Proactive Aggression in Children and Adolescents

“…Different informants concerning aggression may be associated with different effect sizes. Cross-informant correlations for aggression generally show little agreement (Achenbach, McConaughy, & Howell, 1987;Little, Brauner, Jones, Nock, & Hawley, 2003;Pakaslahti & Keltikangas-Jaervinen, 2000). Due to different settings in which aggressive behavior is evaluated, differences between informants in the assessment of reactive and proactive aggression may exist.…”

Rethinking Aggression: A Typological Examination of the Functions of Aggression

“…For example, Pakaslahti and Keltikangas-Jaervinen (2000) examined peer, teacher, and self-ratings of overt and rela tional aggression and found that the correlation was highest between the peer and teacher reports, followed by teacher and self-reports, with the lowest correlation between peer and self-reports. They also found higher consistency among reporters for overt forms of aggres sion than for relational forms.…”

Monitoring bullying behaviours may not enhance principal's awareness of the prevalence

“…The discrepancy in pupil-perceived and Principal-estimated bullying may to some extent be due to different definitions of bullying as understood by teachers and pupils (Naylor et al 2006;Menesini, Fonzi and Smith 2002;Pakaslahti and Keltikangas-Järvinen 2000). In the present pupil survey, bullying was defined as repeated negative behaviour towards a peer (saying or doing nasty things, teasing repeatedly in a way she or he does not like).…”