A Vietnamese adaptation of the attitudes and beliefs regarding aggression questionnaire

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of School and Educational Psychology Pub Date : 2022-04-20 DOI:10.1080/21683603.2022.2058661

B. T. Vu, M. Van Heel, G. Bosmans

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引用次数: 1

Abstract

ABSTRACT There has been an increase in peer violence in Vietnam. Although normative beliefs approving aggression have been considered an important factor in the development of peer violence in Western countries, few studies examine the factor in Vietnamese context. This limitation may be due to the lack of a validated scale used to evaluate the factor. The current study aims to translate and validate the Vietnamese version of the Attitudes and Beliefs Regarding Aggression (ABRA). We used two independent samples of Vietnamese adolescents. The first sample included 411 participants (47.2% boys, aged 11–16, M age = 14.00, SD = 1.12), whereas the second sample included 310 adolescents (51.6% boys, age 10–15, M age = 12.67, SD = 1.61). Results obtained from confirmatory factor analyses and item response theory analyses suggested the use of two out of three subscales of the ABRA: the Aggression Legitimate and the Aggression Pays subscales. Additionally, the two subscales were indicated to be reliable in terms of both internal consistency and test-retest. Finally, results obtained from multiple hierarchical analyses suggested the criterion validity of the two subscales. In sum, the Vietnamese ABRA is a valid measure of normative beliefs approving aggression in Vietnamese adolescents.

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越南人对侵略性态度和信念的适应调查问卷

摘要越南的同伴暴力事件有所增加。尽管认可侵略的规范信念被认为是西方国家同伴暴力发展的一个重要因素，但很少有研究在越南背景下考察这一因素。这种限制可能是由于缺乏用于评估该因素的有效量表。本研究旨在翻译和验证越南语版的《关于侵略的态度和信仰》（ABRA）。我们使用了两个越南青少年的独立样本。第一个样本包括411名参与者（47.2%的男孩，11-16岁，M年龄=14.0，SD=1.12），而第二个样本包括310名青少年（51.6%的男孩，10-15岁，M年龄=12.67，SD=1.61）。验证性因素分析和项目反应理论分析的结果表明，使用了ABRA的三分之二的分量表：攻击合法性分量表和攻击付费分量表。此外，这两个分量表在内部一致性和重新测试方面都是可靠的。最后，多层次分析结果表明两个分量表的标准有效性。总之，越南ABRA是认可越南青少年攻击性的规范性信念的有效衡量标准。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

发文量

期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.