2005 13 2 170 182 2005 1) I 23 567 8 3 6 1701 59 13 II 5 3 6 224 8.93.46.85 814 IRT III 3 38 3 35 3 2002 1) 2004 (1999) Buss & Perry (1992) 29 16 45 1125 7 38.40.40 3 6 (BAQ) BAQ (physical aggression) (verbal aggression) (anger) (hostility) 4 BAQ 9 8 5 55 4 43
171 4 1 10 10 BAQ BAQ 3 BAQ (2000) (Hostility-Aggression Questionnaire for Children: HAQC) 255 BAQ 45 4 27 963 4 1 4 6 5 6 5 22 27 5 HAQC 243 8 118 4 2 2 HAQC 100 10 1000 10 Taylor & Russell (1939) BAQ HAQC (2000) HAQC (PHEECS: Psychological Health Education in Elementary-school Classes by Schoolteachers)
172 13 2 HAQC HAQC 2000, p. 125 (2001) (2000) 4 Aiken (1996) MMPI HAQC 1
173 1999 (2002) I I BAQ HAQC 4 HAQC (2002) 5 (FFPC) HAQC 4-- 6 1206 633 573.41.68.48.33 HAQC FFPC HAQC (2001) 5 (Big- Five) 8 3 412 210 202 4 405 217 188 5 460 224 236 6 424 231 193 1701 882 819 59 2 58 HAQC 22 6 5 6 5 6 1 2 1 2 BigFive 30 6 6 6 6 6
174 13 2 Table 1 Table 2 HAQC 4 (Table 1) 1 4 4 1 3 4 5 6 1 23 13 16 9 61 2 5 2 5 5 17 3 1 2 2 1 6 4 0 0 0 0 0 2 c 2 1701 84 64 20 Table 2 1617 2 3 6 5 1 4 4 2 2 5 7 7 6 6 5 1 23 19 4 10 16 11 15 567 282 285 58 c 2 13 (problem-aggression scale) Table 3 1 10.57 (s 1.45) 6.28 (s 3.21)
175 Table 3 n 23 n 567 c 2 1 16 164 15.36 1.19 3.15.30 2 20 285 10.49 1.19.02.05 3 20 269 12.22 2.15.29.12 4 21 353 6.74.56.09.19 5 17 232 8.47 1.24 2.42.40 6 15 164 12.11 1.29.89.06 7 17 283 4.11.55.65.18 8 23 358 11.57 1.27.46.09 9 18 231 11.27 2.02.44.09 10 21 339 7.90 1.16.18.07 11 21 348 9.05 1.18.31.10 12 18 281 6.18.97.07.07 13 16 254 4.51.94.73.20 p.01 p.05 10 13 1 2 3 5 6 8 9 10 11 12 13 4 7 1701 6.44 (s 3.19).79 3.30,.66,.39,.14,.06 1 92.49% 4 1 2 1701 23 (1.4%) HAQC 22 2, 3, 5, 6, 8, 9 6 HAQC 16 (73%) HAQC 10 13 10 12 1, 4 BigFive 7 (Messick, 1992) 1, 4, 7 (2002) FFPC
176 13 2 II I I I 01 I 95% 5.79 3 1 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 3 6 3 3 59 29 30 4 50 25 25 5 61 37 24 6 54 25 29 224 116 108 8 40 2 13 BigFive 30 6 6 6 6 6 30 3 Table 1 1 5 5 1 4 20 5 I
177 3 Hanson (2002) IRT Command Language Version 0.02031 I 23 567 II 224 814 4 20 4 38 3.54 a.96, n 59 4.72 (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).93.46.93.96 2001 3.86 4.89 5.83.85 3 Table 3 4 7 13 9 1.00 4 7 1 5 5 Figure 1 1 1 1.5 1.5 3 11 1.5 1.5 Figure 2 0 3 3.46.85 BAQ HAQC.80 1993 2002 (Muthén, 1988)
178 13 2 Figure 1 Figure 2 c 2 13 3 (Table 3) 4 7 10 11 11 (Figure 1) (Figure 2) III
179 III (2000) HAQC 2000 6 2 5 68 35 33 2 5 71 37 34 2 HAQC 7 HAQC I HAQC 73% HAQC III I III 10 3 1 38
180 13 2 20 18 3 1 35 19 16 II 1 10 4 7 6 7 (2000) A 3 3 B 2 C 2 D 2 E 1 A 3 3 3 B 3 C D E I 3 5.03 (s 3.48) 6.16 (s 3.56) 5.05 (s 3.31) 5.14 (s 3.56) I 6.44, s 3.19 0 3 4 9 10 13 3 13, 19, 6 16, 14, 5 1.31 (.61), 5.79 (1.61), 10.83 (.90) 3.46 (2.79), 6.58 (2.82), 10.67 (1.25) 2.13 (.86), 5.79 (1.71), 10.80 (.75) 2.94 (2.16), 5.79 (2.86), 10.40 (2.50) 3 (F(2, 72) 38.04, p.01)
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.) 3 1.31 3.46 2 3.46 I 1701 6.44 4 1 7 4 A 1 10 6.44 (2002) HAQC HAQC 73% HAQC Aiken, L. R. 1996 Personality assessement: Methods and practice. 2nd ed. Seattle: Hogrefe & Huber Publishers. 1999 Buss- Perry (BAQ) 70, 384 392. Buss, A. H., & Perry M. 1992 The aggression questionnaire. Journal of Personality and Social Psychology, 63, 452 459. Hanson, B. A. 2002 IRT command language. http://source-
182 13 2 forge.net/projects/ssm/ 2001 14, 5 8. 2002 Messick, S. 1992 validity. L C.S.L. Pp. 20 145. (In Robert L. Linn (Ed.) 1989 Educational Measurement. 3rd ed. American Council on Education, and Macmillan Publishing Company.) 1993 2001 5 Muthén, B. 1988 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. 213 238. 2002 56, 106 111. 2000 42, 423 433. 2000 (1) SCT 7, 665 672. 2002 73, 358 365. 2000 1999 CD-ROM Taylor, H. C., & Russell, J. T. 1939 The relationship of validity coefficients to the practical effectiveness of tests in selection: Discussion and tables. Journal of Applied Psychology, 23, 565 578. 2002 2000 2002 Pp. 4 18. 2004. 6. 11 2004. 11. 17 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, 170 182 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