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Reactive-Proactive Aggression Questionnaire
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About Reactive-Proactive Aggression Questionnaire
Scale Name
Reactive-Proactive Aggression Questionnaire – Fast Track
Author Details
Kenneth A. Dodge, John D. Coie, Adrian Raine, Rolf Loeber, and others (unpublished contributions)
Translation Availability
English
Background/Description
The Reactive-Proactive Aggression Scale, developed by Kenneth A. Dodge and John D. Coie in 1987, with later contributions by Adrian Raine, Rolf Loeber, and others in the unpublished FastTrack project, is a self-report and teacher-rating questionnaire designed to measure the frequency of proactive and reactive aggressive behaviors in male students aged 7-16. Published initially in Journal of Personality and Social Psychology (Dodge & Coie, 1987), the scale distinguishes between reactive aggression (impulsive, defensive responses to perceived threats, e.g., “Got angry when others threatened them”) and proactive aggression (goal-directed, instrumental acts, e.g., “Had fights to show who was on top”). It aligns with social information-processing theory, which posits distinct cognitive and emotional mechanisms for each aggression type (Crick & Dodge, 1996). The FastTrack version, used in longitudinal violence prevention studies, was expanded to include self-reports and refined items, as noted in Raine et al. (2006).
The scale, as adapted in the FastTrack project, includes items rated on a 3-point Likert scale (0 = “never” to 2 = “often”). The Reactive-Proactive Aggression Questionnaire (RPQ), a related self-report measure, contains 23 items (11 reactive, 12 proactive), though the FastTrack version’s exact item count is not fully specified in available sources. Scores are summed or averaged per subscale, with higher scores indicating greater frequency of aggressive behavior. Validated in school-based samples of boys, it is used to assess aggression profiles, predict antisocial outcomes, and evaluate interventions like the FastTrack program.
Psychologists, educators, and criminology researchers use the scale to differentiate aggression types, inform targeted interventions, and study developmental trajectories of antisocial behavior. Its high internal consistency and theoretical grounding are strengths, but its English-only primary use, male-only focus, and unpublished FastTrack status limit accessibility and generalizability.
Administration, Scoring and Interpretation
- Obtain a copy of the scale from primary sources, such as Dodge and Coie (1987) in Journal of Personality and Social Psychology (Vol. 53, pp. 1146-1158) or FastTrack project archives (if accessible), ensuring ethical use permissions.
- Explain the purpose to respondents, noting that it assesses behaviors in social situations to support healthy development, emphasizing confidentiality and using age-appropriate language.
- Provide instructions, asking students (or teachers for ratings) to rate the frequency of behaviors described in each item using the 3-point scale. Clarify that honest answers help understand behavior patterns.
- Approximate time for completion is 5-10 minutes, depending on the number of items and respondent age.
- Administer in a classroom, clinical, or research setting, using paper or digital formats, ensuring a private environment. Oral administration may be used for younger students or those with reading difficulties.
Reliability and Validity
The Reactive-Proactive Aggression Scale demonstrates strong psychometric properties, as reported in Raine et al. (2006) and related studies. Internal consistency is high, with Cronbach’s alpha ranging from 0.84 to 0.90 for reactive aggression and 0.86 to 0.91 for proactive aggression, indicating excellent item cohesion across age groups. Test-retest reliability is not explicitly reported for the FastTrack version, but stability is inferred to be moderate to high based on the RPQ (r ≈ 0.70-0.85 over months).
Convergent validity is supported by correlations with related constructs, such as externalizing behaviors (r ≈ 0.40-0.60) for reactive aggression and psychopathic traits (r ≈ 0.30-0.50) for proactive aggression. Discriminant validity is evidenced by weaker correlations with unrelated constructs, like academic achievement (r < 0.30). Criterion validity is demonstrated by its ability to predict delinquent outcomes and differentiate aggression types in longitudinal studies (e.g., FastTrack). Factor analyses confirm a two-factor structure (reactive vs. proactive), supporting construct validity, though the high correlation between subscales (r ≈ 0.60-0.80) suggests overlap (Dodge & Coie, 1987). The scale’s reliability makes it robust, but it should be used with multi-informant data for comprehensive assessments.
Available Versions
26-Items
Reference
Dodge, K. A., & Coie, J. D. (1987). Social-information-processing factors in reactive and proactive aggression in children’s peer groups. Journal of personality and social psychology, 53(6), 1146.
Dahlberg, L. L., Toal, S. B., Swahn, M. H., & Behrens, C. B. (2005). Measuring violence-related attitudes, behaviors, and influences among youths: A compendium of assessment tools. Centers for disease control and prevention.
Important Link
Scale File:
Frequently Asked Questions
What does the Reactive-Proactive Aggression Scale measure?
It measures the frequency of reactive and proactive aggressive behaviors.
Who can use the scale?
Psychologists, educators, and researchers studying male students aged 7-16.
How long does the scale take to complete?
It takes about 5-10 minutes.
Is the scale specific to males?
Yes, it was validated in male students.
Can the scale inform interventions?
Yes, it differentiates aggression types with high reliability (α = 0.84-0.91).
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