Aggressive Behaviors of Children in School: Evidence of EPPCACE internal validity

Abstract The objective of this study was to verify whether the psychometric patterns of the Scale of teachers’ perception of aggressive behavior of children in school (EPPCACE) showed evidence of its internal validity. In Study 1 (n = 210) the instrument was adapted and an exploratory factorial analysis was performed. In Study 2 (n = 203) a confirmatory factorial analysis was performed. Elementary school teachers in public and private schools participated and answered the EPPCACE and sociodemographic questions. Results indicated that the instrument is composed of three factors: Aggressiveness directed to the general scope (α = 0.95), Pro-social behaviors (α = 0.90), and Aggressiveness directed to teachers (α = 0.90). We concluded that the EPPCACE is valid and reliable, and it can help in the evaluation of the school context from the teacher’s perception of the aggressive behavior of the students.

摘要 本研究旨在验证《教师对儿童校园攻击行为感知量表》（Scale of teachers’ perception of aggressive behavior of children in school，EPPCACE）的心理测量学特征是否具备内部效度证据。研究1（样本量n=210）中，对该量表进行了本土化调适，并开展了探索性因素分析。研究2（样本量n=203）中，开展了验证性因素分析。研究对象为公立与私立小学教师，他们填写了EPPCACE量表及社会人口学问项。结果显示，该量表包含三个维度：针对一般对象的攻击行为（α=0.95）、亲社会行为（α=0.90）以及针对教师的攻击行为（α=0.90）。本研究结论认为，EPPCACE具备良好的效度与信度，可用于从教师感知视角评估校园情境中的学生攻击行为。