Table of Contents
Aggression/Victimization Scale
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About Scale Name
Scale Name
Aggression/Victimization Scale
Author Details
Dr. Pamela Orpinas and Dr. Valerie Frankowski in 2001
Translation Availability
Not Sure
Background/Description
The Aggression/Victimization Scale was developed by Dr. Pamela Orpinas and Dr. Valerie Frankowski in 2001 to measure the frequency of self-reported aggressive behaviors and victimization experienced by children in grades 4 and 5 during the previous week. The scale was designed to provide a brief and reliable method for assessing aggression and victimization among elementary school-aged children.
The development of the Aggression/Victimization Scale was based on longer versions of an Aggression Scale (A1) and a Victimization Scale (O1). The researchers selected items that were most strongly related to aggression and victimization, and then shortened them to create a 12-item scale. The scale includes items such as “I hit or shove others” and “I am picked on or teased by other kids.”
To establish the psychometric properties of the scale, Orpinas and Frankowski administered the Aggression/Victimization Scale to a sample of over 800 children in grades 4 and 5. They found that the scale had high internal consistency reliability, with coefficient alpha values of .86 for the Aggression subscale and .84 for the Victimization subscale. The researchers also found evidence of construct validity by examining the correlations between the Aggression/Victimization Scale and other measures of aggression and victimization.
Scoring, Administration and Interpretation
The Aggression/Victimization Scale is a self-report questionnaire consisting of 12 items that assess how often the respondent has engaged in aggressive behaviors or been the victim of such behaviors over the previous week. The scale is typically administered to children in grades 4 and 5, although it could be adapted for use with other populations as well.
To administer the scale, the researcher provides instructions to the respondents on how to complete the questionnaire. Respondents then rate their own behavior on each item, using a 5-point Likert-type scale that ranges from “never” to “almost every day”. The items are scored so that higher scores indicate more frequent engagement in aggressive behaviors or greater victimization.
The scoring of the Aggression/Victimization Scale is relatively straightforward. Each item is assigned a score ranging from 0 to 4, depending on the response given by the respondent. The total score is calculated by summing the scores for all 12 items, with higher scores indicating more frequent engagement in aggressive behaviors or greater victimization.
Interpretation of the Aggression/Victimization Scale requires consideration of the specific research questions and hypotheses being investigated. Researchers may examine mean scores on the scale, as well as the distribution of scores across the sample population. They may also examine the relationship between scores on the Aggression/Victimization Scale and other measures of aggression and victimization, or demographic variables such as gender or age.
It is important to note that while the Aggression/Victimization Scale is a reliable and valid measure of aggression and victimization among elementary school-aged children, it is a self-report measure and therefore subject to potential biases or inaccuracies in reporting. As with all psychological assessments, researchers should interpret the results of the Aggression/Victimization Scale with caution and in consideration of potential limitations.
Reliability and Validity
The Aggression/Victimization Scale has been found to have high levels of internal consistency reliability and construct validity.
Internal consistency reliability refers to the extent to which the items within a scale are measuring the same construct. In the case of the Aggression/Victimization Scale, the internal consistency reliability has been reported to be high, with coefficient alpha values of .86 for the Aggression subscale and .84 for the Victimization subscale. This indicates that the items on the scale are measuring similar constructs and are consistent with each other.
Construct validity refers to the extent to which the scale is measuring what it is intended to measure. Several studies have examined the construct validity of the Aggression/Victimization Scale by looking at the relationship between scores on the scale and other measures of aggression and victimization. For example, one study found that scores on the Aggression/Victimization Scale were positively correlated with teacher ratings of aggressive behavior, providing evidence of criterion-related validity. Other studies have found that the scale was able to distinguish between children who were victims of bullying and those who were not, providing evidence of discriminant validity.
Available Versions
12-Items
Reference
Orpinas, P., & Frankowski, R. (2001). The Aggression/Victimization Scale: A bivarate measure of bullying behaviors and victimization among elementary school children. Inj Prev, 7(3), 203–207. https://doi.org/10.1136/ip.7.3.203
Important Link
Scale File:
Frequently Asked Questions
Q: What age range is the Aggression/Victimization Scale appropriate for?
A: The scale was designed for use with students in grades 4 and 5, which typically corresponds to ages 9-11 years old. However, it could potentially be used with other populations as well.
Q: How long does it take to complete the Aggression/Victimization Scale?
A: The scale consists of 12 items and does not typically take very long to complete, usually around 5-10 minutes.
Q: What types of behaviors does the Aggression/Victimization Scale measure?
A: The scale measures both self-reported aggressive behaviors (e.g., hitting, shoving) and experiences of victimization (e.g., being picked on or teased by other kids).
Q: Can the Aggression/Victimization Scale be used to identify bullying behavior?
A: Yes, the scale has been used in several studies to assess bullying behavior among elementary school-aged children.
Q: Is the Aggression/Victimization Scale available in languages other than English?
A: It is possible that translated versions of the scale exist, as it has been widely used in research studies across different countries and cultures. However, it would be necessary to conduct a literature search or contact the authors to obtain information on translations.
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