Factor Structure of Revised Teacher Checklist
| Scale (Internal Consistency) | Item (Factor Loading) |
|---|---|
| Direct aggression (α = .89) | |
| Indirect aggression (α = .86) |
|
| Peer victimization (α = .89) |
|
| Immature-impulsive (α = .90) |
|
| Prosocial (α = .86) |
|
| Scale (Internal Consistency) | Item (Factor Loading) |
|---|---|
| Direct aggression (α = .89) | This child starts fights with peers; these can be either verbal or physical fights. This child says mean things to peers, such as teasing or name calling. This child threatens or bullies others in order to get his or her way. |
| Indirect aggression (α = .86) | This child says bad things about other kids behind their back. (.90) This child leaves other kids out on purpose when it is time to play or do an activity. (.77) When this child is mad at or doesn’t like someone, he or she tries to get other kids to be mean to the person. (.80) |
| Peer victimization (α = .89) | This child gets bullied or picked on by other kids. (.81) Other kids are mean to this child (can be verbally, physically, or behind their back). (.85) This child gets called names or teased by other kids. (.88) |
| Immature-impulsive (α = .90) | This child makes odd noises or unusual comments. This child acts silly or immature. This child acts or speaks impulsively without thinking through the consequences. This child does things that other children think are strange or inappropriate. This child bothers other kids when they are trying to work. |
| Prosocial (α = .86) | This child is very good at understanding other people’s feelings (empathetic). This child is able to cooperate and work well with other children. (.88) This child helps other children when they need it (like when they are sad or can’t do something). (.64) This child is good to have in a group. |
Note: *Item from Terry et al. (1994) scale.
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