As aggressive behaviors emerge at early ages, is necessary to analyze this construct and its relationship with emotional variables as soon as possible to plan more effective interventions. This work has three main goals. First, to validate the scores of the Aggression Questionnaire Short Form (AQ-SF) in a random sample of 1202 Spanish children (M = 10.09, SD = 1.31, 51% girls), considering its factorial invariance across sex and age and possible differences as a function of these variables. Second, to identify aggression profiles based on the AQ-SF and, finally, to analyze possible differences in school anxiety based on these profiles. Confirmatory factor analysis supported the four-dimensional structure of the AQ-SF scores. Factorial invariance analysis of this model across sex and age confirmed that the model maintains the same structure in boys and girls and different age groups. Latent mean analysis identified significant sex and age differences. Five aggression profiles (High, Moderate High, High Physical, Moderate Low, and Low) were identified using latent profile analysis, and differential functioning of those profiles was found across the dimensions of school anxiety. Results show the adequacy of the AQ-SF scores in Spanish child population and provide relevant data to plan psychoeducational interventions.

中文翻译：

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西班牙儿童的公共汽车和佩里侵略调查问卷-简短表格

随着攻击行为在儿童早期出现，有必要尽快分析这种结构及其与情绪变量的关系，以计划更有效的干预措施。这项工作有三个主要目标。首先，在1202名西班牙儿童的随机样本中验证侵略问卷简短形式（AQ-SF）的得分（M  = 10.09，SD = 1.31，占51％的女孩），考虑到其性别和年龄的因式不变性以及这些变量之间可能的差异。其次，基于AQ-SF识别攻击行为特征，最后，根据这些特征分析学校焦虑的可能差异。验证性因素分析支持AQ-SF得分的三维结构。该模型在性别和年龄上的因式不变性分析证实，该模型在男孩和女孩以及不同年龄组中保持相同的结构。潜在均值分析确定了明显的性别和年龄差异。使用潜在的个人资料分析，可以识别出五个攻击性个人资料（高，中，高，高物理，中度低和低），并且在学校焦虑的各个维度上发现了这些个人资料的差异功能。