Psychology RootsTable of Contents
Norms for Aggression and Alternatives
Here in this post, we are sharing the “Norms for Aggression and Alternatives”. You can read psychometric and Author information. We have thousands of Scales and questionnaires in our collection (See Scales and Questionnaires). You can demand us any scale and questionnaires related to psychology through our community, and we will provide you with a short time. Keep visiting Psychology Roots.
About Norms for Aggression and Alternatives
Scale Name
Norms for Aggression and Alternatives
Author Details
Multisite Violence Prevention Project (2004), adapted from Jackson (1966) and Sasaki (1979)
Translation Availability
English
Background/Description
The Norms for Aggression and Alternatives (NAA) scale is a self-report questionnaire designed to measure middle school students’ perceptions of peer and personal attitudes toward aggressive behaviors and nonviolent alternatives. Developed by the Multisite Violence Prevention Project (MVPP) in 2004, it was adapted from earlier work by Jackson (1966) and Sasaki (1979) to assess social and individual norms in the context of school-based violence prevention. Targeting students in grades 6-8, the scale captures two dimensions: school norms (perceptions of what peers think about aggression and alternatives) and individual norms (students’ own evaluations of these behaviors). It aligns with social-cognitive and socio-ecological models, emphasizing the role of normative beliefs in shaping aggressive behavior in school settings.
The NAA comprises items (exact number not specified, but typically 10-20 based on MVPP measures) divided into four subscales: School Norms for Aggression, School Norms for Alternatives to Aggression, Individual Norms for Aggression, and Individual Norms for Alternatives to Aggression. Students rate statements on a 4-point Likert scale (e.g., 1 = “strongly disagree” to 4 = “strongly agree”), assessing peer and personal approval of behaviors like fighting or conflict resolution (e.g., “Kids in my school think it’s okay to hit someone if they’re mad”). Higher scores indicate stronger perceived or personal endorsement of aggression or nonviolent alternatives. Validated in diverse urban middle school samples, the scale is tailored for violence prevention programs like GREAT or RIPP.
Psychologists, educators, and researchers use the NAA to identify normative beliefs driving school violence, evaluate peer influence, and assess intervention outcomes. Its robust internal consistency and focus on both peer and personal norms make it a valuable tool, though its English-only availability and middle school focus limit broader use.
Administration, Scoring and Interpretation
- Obtain a copy of the Norms for Aggression and Alternatives scale from MVPP publications, such as the CDC’s Description of Measures: Cohort-Wide Student Survey (2004), or authorized research platforms, ensuring ethical use permissions.
- Explain the purpose to respondents, noting that it assesses perceptions of peer and personal attitudes toward aggression and nonviolent options to support safer schools, emphasizing confidentiality.
- Provide instructions, asking students to rate each item based on what they think their peers believe (school norms) and their own beliefs (individual norms) about aggression and alternatives, using the 4-point scale, typically reflecting recent attitudes.
- Approximate time for completion is about 5-10 minutes, depending on the number of items and students’ reading ability.
- Administer in a classroom or group setting, using paper or digital formats, ensuring a quiet environment to promote honest responses.
Reliability and Validity
The NAA demonstrates strong psychometric properties. Internal consistency is robust across subscales: School Norms for Aggression (Cronbach’s alpha = 0.80), School Norms for Alternatives to Aggression (α = 0.70), Individual Norms for Aggression (α = 0.73), and Individual Norms for Alternatives to Aggression (α = 0.74), indicating good item cohesion. Test-retest reliability is not explicitly reported but is inferred to be adequate based on its use in longitudinal MVPP studies.
Convergent validity is supported by correlations with related constructs, such as self-reported aggression (r ≈ 0.50-0.65) and peer influence measures, as noted in MVPP research (Henry et al., 2013). Discriminant validity is evidenced by its focus on normative beliefs, with weaker correlations to unrelated constructs like academic performance (r < 0.30). Criterion validity is demonstrated by its ability to predict aggressive behavior and its sensitivity to violence prevention program outcomes, such as reduced pro-aggression norms post-intervention. Factor analyses confirm the four-subscale structure, supporting construct validity. These properties, as reported in MVPP (2004), affirm the NAA’s reliability and utility in school-based research.
Available Versions
36-Items
Reference
Multisite Violence Prevention Project. (2004). Description of measures: Cohort‐wide student survey.
Jackson, E. F. (1962). Status consistency and symptoms of stress. American Sociological Review, 469-480.
Important Link
Scale File:
Frequently Asked Questions
What does the NAA measure?
It measures students’ perceptions of peer and personal norms for aggression and nonviolent alternatives.
Who can use the NAA?
Researchers, educators, and psychologists in violence prevention programs for middle schoolers.
How long does the NAA take to complete?
It takes about 5-10 minutes.
Is the NAA specific to middle school students?
Yes, it targets grades 6-8 in urban settings.
Can the NAA evaluate intervention outcomes?
Yes, it’s sensitive to changes in norms post-prevention programs.
Disclaimer
Please note that Psychology Roots does not have the right to grant permission for the use of any psychological scales or assessments listed on its website. To use any scale or assessment, you must obtain permission directly from the author or translator of the tool. Psychology Roots provides information about various tools and their administration procedures, but it is your responsibility to obtain proper permissions before using any scale or assessment. If you need further information about an author’s contact details, please submit a query to the Psychology Roots team.
Help Us Improve This Article
Have you discovered an inaccuracy? We put out great effort to give accurate and scientifically trustworthy information to our readers. Please notify us if you discover any typographical or grammatical errors.
Make a comment. We acknowledge and appreciate your efforts.
Share With Us
If you have any scale or any material related to psychology kindly share it with us at psychologyroots@gmail.com. We help others on behalf of you.
