The present study aimed to assess the criterion validity of the Reactive-Proactive Aggression Questionnaire (RPQ) in a Turkish sample of preadolescents. Participants consisted of 379 middle school students (190 boys and 189 girls) aged 11 to 15 years. In this study, the Strengths and Difficulties Questionnaire (SDQ) was used as the criterion instrument. Findings from stepwise regression analysis revealed that conduct problems were the strongest predictor of both reactive and proactive aggression. Additionally, reactive aggression was uniquely predicted by emotional symptoms and hyperactivity, whereas proactive aggression was uniquely predicted by prosocial behavior. Our results indicate that the RPQ has acceptable criterion validity for use in Turkish preadolescents.Keywords: Criterion validity; the Reactive-Proactive Aggression Questionnaire; preadolescents; the Strengths and Difficulties Questionnaire
IntroductionAggression among children and adolescents is a serious problem in many countries across the world. Card (2013) stated that aggressive children face several short-and long-term negative consequences, and these negative consequences often worsen over time, leading to delinquency, substance use, and school dropout during adolescence. Moreover, aggressive behavior in childhood can lead to negative outcomes during adulthood including criminal behavior, poor marital relations, and unemployment. In addressing aggressive behaviors in schools it is necessary to understand the different forms of aggression. Aggressive behaviors are divided into two categories in terms of underlying functions: Reactive aggression and proactive aggression (Dodge & Coie, 1987). In order to intervene effectively these problem behaviors, educators and school counselors need to know the function that underlies aggressive behaviors.