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Teachers’ Assessment of Antisocial Behavior in Kindergarten: Physical Aggression and Measurement Bias across Gender

^* To whom correspondence should be addressed. E-mail: J.L.Spilt{at}uva.nl.

	Abstract

A confirmatory factor analytic study was conducted to obtain evidence for physical aggression as a distinct construct of nonaggressive antisocial behavior in young children. Second, the authors investigated factorial invariance across gender. Teachers completed the Preschool Behavior Questionnaire (PBQ) for two independent samples of kindergartners (N = 487; N = 1,557). Behavior items were selected representing physically aggressive versus nonaggressive antisocial behavior. To obtain support for the two-factor model, the authors also examined associations with subtypes of internalizing behavior. Confirmatory factor analyses confirmed that physical aggression constitutes a distinct construct from nonaggressive antisocial behavior for young children. In support of the model, differential associations with internalizing behavior and different outcomes with respect to gender differences were found. Factorial noninvariance across gender was found for physical aggression, and explanations for those gender differences are discussed.

First published on August 25, 2009
Journal of Psychoeducational Assessment 2009, doi:10.1177/0734282909340236


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