Abstract: Data were collected about 95 fourth-grade and fifth-grade children from three sources (teachers, parents, and children) on four constructs related to aggression (proactive aggression, reactive aggression, callous–unemotional traits, and anger dysregulation) by using a multitrait–multimethod design. Two goals were addressed through a correlated-trait–correlated-method analysis: (a) Investigate the overlap versus distinctiveness of proactive aggression, reactive aggression, callous–unemotional traits, and anger dysregulation by examining the correlations among their trait factors. (b) Investigate the extent to which the informant who assessed children’s aggression was associated with the rating given. Moderate-to-strong trait factor correlations emerged among all pairs of latent trait factors, suggesting at best modest discriminant validity among the constructs. The informant played a significant role for almost all ratings; however, teachers’ ratings were the most strongly linked to method variance, and children’s ratings provided the most convergent validity with other sources. Findings are discussed in terms of enhanced assessment of childhood aggression.

中文翻译：

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评估儿童侵略性和相关构想的多特征多方法方法

摘要：收集了来自三个来源（教师，父母和儿童）的约95名四年级和五年级儿童的数据，这些数据涉及与侵略有关的四种构造（主动性侵略，反应性侵略，call弱，情绪低落的特性以及愤怒失调）。多特征多方法设计。通过相关性状-相关性方法分析实现了两个目标：（a）通过检查性格因素之间的相关性，研究主动性攻击，反应性攻击，无情-情绪低落的性格和愤怒失调的重叠与区别。（b）调查评估儿童侵略性的举报人与给定等级之间的关联程度。在所有潜在的特质因子对之间都出现了中等到强的特质因子相关性，这暗示着结构之间最好的适度判别效度。线人几乎对所有收视率都起着重要作用。然而，教师的评分与方法变异之间的联系最为紧密，而儿童的评分与其他来源的有效性最一致。根据增强对儿童侵略性的评估来讨论发现。