パーソナリティ研究 2005 第13巻 第2号 170–182

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1 ) I II IRT III ) 2004 (1999) Buss & Perry (1992) (BAQ) BAQ (physical aggression) (verbal aggression) (anger) (hostility) 4 BAQ

2 BAQ BAQ 3 BAQ (2000) (Hostility-Aggression Questionnaire for Children: HAQC) 255 BAQ HAQC HAQC Taylor & Russell (1939) BAQ HAQC (2000) HAQC (PHEECS: Psychological Health Education in Elementary-school Classes by Schoolteachers)

3 HAQC HAQC 2000, p. 125 (2001) (2000) 4 Aiken (1996) MMPI HAQC 1

4 (2002) I I BAQ HAQC 4 HAQC (2002) 5 (FFPC) HAQC HAQC FFPC HAQC (2001) 5 (Big- Five) HAQC BigFive

5 Table 1 Table 2 HAQC 4 (Table 1) c Table c 2 13 (problem-aggression scale) Table (s 1.45) 6.28 (s 3.21)

6 175 Table 3 n 23 n 567 c p.01 p (s 3.19) ,.66,.39,.14, % (1.4%) HAQC 22 2, 3, 5, 6, 8, 9 6 HAQC 16 (73%) HAQC , 4 BigFive 7 (Messick, 1992) 1, 4, 7 (2002) FFPC

7 II I I I 01 I 95% c P( θ ) c 1 exp( Da( θ b)) q P(q) D a b c c 0 2 a 1 1 a b c BigFive Table I

8 177 3 Hanson (2002) IRT Command Language Version I II a.96, n (a.91, n 50) 5.36 (a.92, n 61) 6.45 (a.90, n 54).46 (a.93, n 224).46 (a.93, n 224) Table Figure Figure BAQ HAQC (Muthén, 1988)

9 Figure 1 Figure 2 c (Table 3) (Figure 1) (Figure 2) III

10 179 III (2000) HAQC HAQC 7 HAQC I HAQC 73% HAQC III I III

11 II (2000) A 3 3 B 2 C 2 D 2 E 1 A B 3 C D E I (s 3.48) 6.16 (s 3.56) 5.05 (s 3.31) 5.14 (s 3.56) I 6.44, s , 19, 6 16, 14, (.61), 5.79 (1.61), (.90) 3.46 (2.79), 6.58 (2.82), (1.25) 2.13 (.86), 5.79 (1.71), (.75) 2.94 (2.16), 5.79 (2.86), (2.50) 3 (F(2, 72) 38.04, p.01)

12 181 10% (F(1, 73) 3.09, p.10) (F(2, 73) 2.56, p.10) (F(1, 72) 1.87, n.s.) (F(2, 73) 0.11, n.s.) (F(1, 73) 1.42, n.s.) 3 (F(2, 73) 0.74, n.s.) I A (2002) HAQC HAQC 73% HAQC Aiken, L. R Personality assessement: Methods and practice. 2nd ed. Seattle: Hogrefe & Huber Publishers Buss- Perry (BAQ) 70, Buss, A. H., & Perry M The aggression questionnaire. Journal of Personality and Social Psychology, 63, Hanson, B. A IRT command language.

13 forge.net/projects/ssm/ , Messick, S validity. L C.S.L. Pp (In Robert L. Linn (Ed.) 1989 Educational Measurement. 3rd ed. American Council on Education, and Macmillan Publishing Company.) Muthén, B Some uses of structural equation medeling in validity studies: Extending IRT to external variables. In H. Wainer, & H. I. Braum (Eds.), Test validity. New Jersey: Lawrence Erlbaum Associates, Publishers. Pp , , (1) SCT 7, , CD-ROM Taylor, H. C., & Russell, J. T The relationship of validity coefficients to the practical effectiveness of tests in selection: Discussion and tables. Journal of Applied Psychology, 23, Pp Construction of Criterion-based Problem-aggression Scale for Children, and Intervention with Assertiveness Training Yoshihiro MURAKAMI 1 and Takashi FUKUMITSU 2 1 Faculty of Education, Toyama University 2 Osawano Elementary School THE JAPANESE JOURNAL OF PERSONALITY 2005, Vol. 13 NO. 2, In Study 1, 23 pupils nominated by their teachers as seriously aggressive were assigned to criterion group, and 567 non-aggressive to contrast group. They were among 1701 third to sixth grade pupils at eight elementary schools with 59 teachers. A problem-aggression scale was constructed, with 13 items that best discriminated the two groups. In Study 2, teachers rated aggressiveness of their pupils with a 5-point scale. Participants were 224 third to sixth grade pupils and eight teachers. Reliability of the teacher ratings was.93. The problem-aggression scale had a correlation of.46 with the ratings, and its test-retest reliability coefficient was.85. Measurement accuracy was high on the higher end of the scale when data of 814 pupils were analyzed with IRT. In Study 3, intervention with assertiveness training was experimentally examined. Thirtyeight and 35 pupils in the third grade were assigned to experimental and control groups, respectively. Assertiveness training had a weak therapeutic effect on the low aggressive pupils when a 3-way ANOVA was performed on the pre- and post-intervention scores. Key words: aggressiveness, criterion-based scale, assertiveness training, elementary school children

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