Although limited, previous research has demonstrated that informants differ on their reports of childhood aggression subtypes (i.e., proactive and reactive). Further research is needed to understand how discrepancies between reporters may be moderated by other variables and how these associations may change over time. This study examined discrepancies between teacher and student reports of proactive and reactive aggression over an academic year (fall to spring) and evaluated whether teachers’ perceptions of prosocial behavior moderate discrepancies among informants. Regression analyses were conducted in a sample of elementary school-aged youth (N = 310, mean age = 9.34, SD = 0.93) and their teachers (N = 17) twice over an academic year. T-test analyses indicated no difference in the magnitude of reporters’ discrepancies across time. However, correlations indicated stronger associations between child and teacher reports of reactive aggression from Fall to Spring. Analyses indicated a positive association between informant reports of reactive, but not proactive, aggression. High levels of prosocial behavior increased informant agreement for reactive aggression across regression methods employed. However, prosocial behavior only increased informant agreement when difference scores in proactive aggression were evaluated. Findings suggest that discrepancies between teacher and child reports of aggression may minimally change over time and that teachers and students are more similar in their reports of reactive than proactive aggression, particularly when teacher perceptions of prosocial behavior are high. Implications and future directions are discussed.

尽管有限，但先前的研究表明，线人对儿童侵略性亚型（即主动和反应性）的报道有所不同。需要进一步的研究，以了解如何通过其他变量来缓解报告者之间的差异以及这些关联如何随时间变化。这项研究调查了教师和学生在一个学年（秋季至春季）关于主动和反应性侵略的报告之间的差异，并评估了教师对亲社会行为的看法是否能缓解信息提供者之间的差异。对小学适龄青年（N  = 310，平均年龄= 9.34，SD  = 0.93）和他们的老师（N = 17）一学年两次。T检验分析表明，随着时间的推移，记者差异的大小没有差异。但是，相关性表明，从秋季到春季，儿童和教师关于反应性攻击的报告之间的关联性更强。分析表明，举报人的反应性反应是积极的，但不是主动的。亲社会行为的高水平，在所采用的各种回归方法之间增加了对反应性攻击的知情同意。然而，亲社会行为只有在评估主动攻击的差异评分时才能增加知情者的同意。研究结果表明，教师和儿童的侵略性报告之间的差异可能会随时间变化最小，并且教师和学生的反应性报告要比主动性侵略的报告更为相似，特别是当教师对亲社会行为的看法很高时。讨论了含义和未来方向。