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Quantitative Questionnaires (Parents)
1. Reactive-Proactive Aggression Questionnaire - Parent Rating Scale Source: Reactive-Proactive Aggression Questionnaire - Parent Rating Scale (Raine et al., 2006)
This Child Behaviour Checklist – Parent Version is designed to assess eight types of students’ internal and external behaviour from the parents’ perspectives. Four of the subscales were selected for use in this research: Aggressive Behaviour, Anxious/ Depressed Symptoms, Attention Problems and Delinquent Behaviour. Higher scores on a particular subscale reflect a higher tendency in that particular area. Similar to the questionnaires for students and teachers, the four subscales were used to measure the proactive aggression of an individual. Aggressive Behaviour, Anxious/Depressed Symptoms, and Attention Problems assessed whether the students are aggressive victims. Parents provide a rating for their child’s behaviour in relation to each item on a three-point scale from zero (inaccurate) to two (very accurate). The total scores obtained for the respective subscales constitute the students’ assessment in that area. The α coefficients obtained in this research are 0.92 for Aggressive Behaviour, 0.91 for Anxious/Depressed Symptoms, 0.86 for Attention Problems, and 0.75 for Delinquent Behaviour. 2. Child Behaviour Checklist-Parent Version (No appendix due to copyright) Source: Child Behaviour Checklist (CBCL; Achenbach, 1991)
This Child Behaviour Checklist – Parent Version is designed to assess the eight types of students’ internal and external behaviour from the parents’ perspectives. Four of the subscales were selected for the use in this research: Aggressive Behavior, Anxious/ Depressed symptom, Attention Problem, and Delinquent Behavior. Higher scores on a particular subscale reflect a higher tendency in that particular area. Similar to the questionnaires for students and teachers, the four subscales were used to measure the proactive aggression of an individual. Aggressive Behavior, Anxious/Depressed symptoms, and Attention Problem assessed whether the students are aggressive victims. Parents provide a rating for their child’s behaviour in relation to each item on a three-point scale from zero (inaccurate) to two (very accurate). The total scores obtained for the respective subscales constitute the students’ assessment in that area. The α coefficients obtained in this research are 0.92 for Aggressive Behavior, 0.91 for Anxious/Depressed symptom, 0.86 for Attention Problem, and 0.75 for Delinquent Behavior. 3. Antisocial Process Screening Device
Source: Antisocial Process Screening Device (APSD; Frick & Hare, 2001)
The Antisocial Process Screening Device (APSD) is a 20-item behaviour-rating scale that is designed for parents to assess the characteristics of adolescents that are associated with severe antisocial and aggressive behaviour and psychopathic traits. Parents rate each item on a 3-point scale from 1 (very uncharacteristic of my adolescent) to 3 (very characteristic of my adolescent). The scale was administered to a large sample of community and outpatient children and the results revealed a three-factor structure: callous-unemotional traits (i.e. lack of concern about the feelings of others), narcissism (i.e. considering oneself to be more important than others) and impulsivity (i.e. acting without thinking) (Frick, Bodin, and Barry, 2000). 4. Conflict Tactics Scale (No appendix due to copyright)
Source: Conflict Tactics Scale (CTS; Straus, 1979; Straus & Gelles, 1990)
The Conflict Tactics Scale (CTS) comprises various solutions for family conflicts and is commonly used to assess family violence. The latest revised version contains 39 items measuring interactive, physical and psychological aggression within a family, and the interpretation and solution tactics adopted by each family member. The 5 variables measured by the 39 items are negotiation, psychological aggression, physical attack, sexual assault, and physical injury. In this research, we selected three of these variables to measure: negotiation (three items: 1–3); psychological aggression (six items: 4–9), and physical attack (eleven items: 10–20 ). Hence, there were 20 items in total, scored on a 5-point scale; for instance, the behaviour ‘Do or say something to obstruct others’ could be scored as 0: Never; 1: Once; 2: Twice; 3: Sometimes; 4: Most of the time; 5: Usually. 5. Adjective Checklist
Source: Adjective Checklist (Friedman & Goldstein, 1993)
The Adjective Checklist (Friedmann & Goldstein, 1993, 1994) is a self-report questionnaire that includes 20 adjectives, 10 with positive values (e.g. loving, good-natured, friendly, devoted) and 10 with negative values (e.g. rude, mean, lazy). Using these adjectives, parents were asked to evaluate their family’s parent–child communication patterns in a bidirectional manner; i.e. (1) their behaviour towards their children and, (2) their children’s behaviour towards themselves. Parents rated how well the adjectives described their parent–child communication using an 8-point scale. 6. Family Questionnaire
Source: Family Questionnaire (Wiedemann et al., 2002)
The Family Questionnaire is a scale originally designed to measure the frequency of maladaptive communication patterns among family members when the family includes a psychiatric patient. The scale was modified for use in the current study: while the original scale included two subscales, a Hostile/Critical subscale and an Emotional Overinvolvement subscale, only the latter was included in our study. It comprises 10 items rated on a 4-point scale (never, rarely, sometimes, often), and questions such as "I tend to neglect myself because of him/her’ and ‘When something about him/her bothers me, I keep it to myself". 7. Child Disclosure (No appendix due to copyright)
Source: Child Disclosure (Stattin & Kerr, 2000)
The Child Disclosure Questionnaire assesses whether students willingly tell their parents about their actions. Although there are student and parent versions of this questionnaire, only the parent version was used in this research. The items include "needed to have your permission to stay out late on a weekday evening", and "kept a lot of secrets from you about what he/she did during his/her free time". Parents rated each item on a 5-point scale from 1 (never) to 5 (always). Higher scores indicate that students are more willing to share their actions with their parents. The α coefficient obtained in this research was 0.83. 8. Parenting Styles and Dimensions Questionnaire
Source: Parenting Styles and Dimensions Questionnaire (PSDQ; Robinson et al., 2001)
The Parenting Styles and Dimensions Questionnaire (PDSQ; Robinson, et al., 2001) is one of the most commonly used scales for examining the parenting styles of responding parents. The scale consists of 32 items measuring 7 parenting dimensions: connection, autonomy, regulation, verbal hostility, physical coercion, non-reasoning/punitive and indulgence. Sample items include ’I am responsive to our child’s feelings and needs’ and "I shout at him". Parents rated themselves on a 5-point Likert-type scale anchored by 1 (never) and 5 (always). 9. Social Problem Solving Inventory-Revised (No appendix due to copyright)
Source: Social Problem Solving Inventory-Revised (SPSI-R; D’Zurilla, Nezu, & Maydeu-Olivares, 1996; Siu & Shek, 2005)
This inventory was originally a 52-item measure of the problem-solving abilities of an individual across a number of dimensions. The original scale includes both a positive scale (e.g. Positive Problem Orientation, Rational Problem Solving) and a negative scale (e.g. Negative Problem Orientation, Impulsivity/Carelessness Style, Avoidance Style). To focus on reactive aggression, only two subscales, negative problem orientation and impulsivity/carelessness style, were selected in the study. The 2 subscales consisted of 20 items in total, and parents were asked to rate how well the items matched their common problem-solving styles using a 5-point scale from 0 (does not fit at all) to 4 (fits exactly). 10. Hypercompetitive Attitudes Scale
Source: Hypercompetitive Attitudes Scale (HAS; Rockman et al., 1990)
Hypercompetitiveness is an attribute defined as the indiscriminative need to compete at any cost as a means of maintaining or enhancing feelings of self-worth (Horney, 1937, cited in Ryckman et al., 1990). The Hypercompetitive Attitude Scale (HAS; Ryckman et al., 1990) was adopted to assess the level of hypercompetitiveness among parents. The scale comprises 26 items designed to characterise and quantify a maladaptive desire for competition. Sample items include "It’s a dog-eat-dog world. If you don’t get the better of others, they will surely get the better of you" and "I find myself turning a friendly game or activity into a serious contest or conflict". Parents are invited to respond to each item on a 5-point scale from 0 (strongly disagree) to 4 (strongly agree). 11. Conners' Parent Rating Scale-Revised (No appendix due to copyright) Source: Conners' Parent Rating Scale-Revised(S) (CPRS-R:S; Conners, 1997)
The Conners’ Parent Rating Scale – Revised (CPRS–R:S) is designed for parents to assess children’s behavioural problems. The CPRS–R:S consists of 27 items. Each item is rated on a 4-point scale (0: never, 1: a little, 2: quite a lot, 3: many), according to the observed behaviour of the children. The subscales covering Cognitive Problems, Hyperactivity, Oppositional, and ADHD were adopted for the study. 12. Conduct Disorder/Oppositional Defiant Disorder Scale (No appendix due to copyright)
Source: Conduct Disorder/Oppositional Defiant Disorder Scale (COD; Raine, n.d.)
The 23-item Conduct Disorder/Oppositional Defiant Disorder Scale (COD) enables a rapid dimensional assessment of Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD), two psychiatric disorders closely related to adolescent behavioural problems. Parents are asked to report how often their children have exhibited delinquent behaviours (e.g. lost their temper, deliberately annoyed people) or more serious conduct problems (bullied or threatened someone, stolen things or shoplifted), on a 3-point scale (0: never, 1: sometimes, 2: often). The scale also included items regarding the onset of the behaviour and its level of impact on the child’s overall functioning. 13. General Peer Problem Scale (No appendix due to copyright)
Source: General Peer Problem Scale (McCloskey & Stuewig, 2001)
The General Peer Problem Scale contains four items to assess children’s conflicts with their peers from the perspective of their parents, such as "Often teased by others". The questionnaire helps to elucidate whether students are being bullied, and by comparing the parental ratings with the student’s self-rating, it can reveal the extent of the parents’ understanding of the child’s peer relationships. The rating scale ranges from 0 (inappropriate) to 2 (very appropriate). 14. Self-Efficacy for Parent Tasks Index (No appendix due to copyright)
Source: Self-Efficacy for Parent Tasks Index (SEPTI; Coleman & Karraker, 2000)
The original 36-item Self-Efficacy for Parent Tasks Index (SEPTI) was developed by Coleman and Karraker (2000) to enable parents to assess their parenting efficacy. The original version consists of five subscales: (1) facilitating child’s achievement in school (achievement), (2) supporting child’s need for recreation including socializing with peers (recreation), (3) provision of structure and discipline (discipline), (4) provision of emotional nurturance (nurturance) and (5) maintenance of child’s physical health (health). For the purpose of the study, only the achievement, discipline and nurturance subscales were adopted. Parents respond to the questions based on a 6-point scale (1: strongly disagree – 6: strongly agree). 15. Kessler Psychological Distress Scale Source: Kessler Psychological Distress Scale (K-10; Kessler et al., 2003)
The Kessler Psychological Distress Scale (K10) is a simple, 10-item assessment of parents’ psychologically distressing symptoms of depression and anxiety. The K10 scale comprises 10 questions regarding states (e.g. feeling tired without reason, nervous). Parents rate the accuracy of each statement according to five possible levels (always, often, sometimes, rarely, never). |
