Evaluation of a Spanish version of the Buss and Perry aggression questionnaire: Some personal and situational factors related to the aggression scores of young subjects

• Published in: Personality and individual differences Vol. 42; no. 8; pp. 1453 - 1465
• Main Authors: Santisteban, Carmen, Alvarado, Jesús M., Recio, Patricia
• Format: Journal Article
• Language: English
• Published: Oxford Elsevier Ltd 01.06.2007; Elsevier
• Subjects: Adolescents; Aggression; Aggression questionnaire; Biological and medical sciences; Developmental psychology; Factor analyses; Fundamental and applied biological sciences. Psychology; Homework; Media viewing; Medical sciences; Older children; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Psychometric properties; Psychometrics; Psychometrics. Diagnostic aid systems; Psychopathology. Psychiatry; Questionnaires; Reading; Spanish adaptation; Techniques and methods; Translation; Validation; Validation; Reading; Aggression; Spanish adaptation; Aggression questionnaire; Media viewing; Factor analyses; Homework; Human; Anger; Affect affectivity; Foreign language version; Questionnaire; Psychometrics; Test reliability; Preadolescent; Test validation; Video game; Television; Correlation analysis; Adolescent; Hostility; Spanish
• ISSN: 0191-8869; 1873-3549
• DOI: 10.1016/j.paid.2006.10.019

The psychometric properties of a Spanish translation of the Buss and Perry aggression questionnaire adapted for pre-adolescents and adolescents have been studied. A maximum-likelihood confirmatory factor analysis corroborates Buss and Perry’s four-factor structure. The internal consistency of each factor and of the total score has proved to be satisfactory. The four factors are more closely interrelated in pre-adolescents than in adolescents. A second aim of this work has been to further our understanding of the possible relationship between aggression scores and certain outside-school activities of the subjects studied. Two thousand two hundred and eight students filled in the questionnaire together with a self-report concerning their habits. The results show that the aggression scores rise concomitantly with time spent watching television and playing video games and decrease the greater the time devoted to extra-curricular reading or moderate amounts of homework. Statistically significant differences relating to age and gender were also found.