Table of Contents
The Peer-Nomination of Aggression Scale
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About Scale Name
Scale Name
The Peer-Nomination of Aggression Scale
Author Details
Eron, Walder and Lefkowitz
Translation Availability
Not Sure
Background/Description
The Peer-Nomination of Aggression Scale (PNAS) was developed by Neil Eron, Lois Walder, and Mildred Lefkowitz in 1971. It is a peer-report measure that assesses aggression in children and adolescents. The PNAS consists of 24 items and is composed of six subscales: aggression, popularity, rejection, victimization, hyperactivity, and prosocial behavior.
The aggression subscale of the PNAS includes items that assess physical and verbal aggression, such as hitting or kicking others and calling others names. The popularity subscale assesses how well-liked a child is by their peers, while the rejection subscale assesses the extent to which a child is excluded by their peers. The victimization subscale assesses how frequently a child is the target of aggressive behavior by their peers. The hyperactivity subscale assesses the level of activity and restlessness exhibited by a child. Finally, the prosocial behavior subscale assesses the extent to which a child engages in helpful and cooperative behavior with their peers.
Childhood peer-nominations of aggression have been shown to be highly predictive of adolescent and young adult aggression. The PNAS has been used in numerous research studies and has been found to have good reliability and validity. It has been used to investigate the prevalence and correlates of aggression, as well as to evaluate interventions designed to reduce aggressive behavior.
Administration, Scoring and Interpretation
The Peer-Nomination of Aggression Scale (PNAS) is a peer-report measure that assesses aggression in children and adolescents. The scale consists of 24 items and is composed of six subscales: aggression, popularity, rejection, victimization, hyperactivity, and prosocial behavior.
To administer the PNAS, researchers or clinicians typically distribute questionnaires to a group of children or adolescents in a school or other group setting. The children are asked to nominate their peers for the various behaviors listed in the questionnaire. For example, they may be asked to nominate peers who are physically aggressive or who engage in prosocial behavior.
After the questionnaires have been completed, the data is scored and analyzed. The PNAS provides scores for each of the six subscales, allowing for a more nuanced understanding of the nature of aggression in the group being assessed.
It is important to note that the PNAS relies on peer-report, which may not always be accurate or reliable. Additionally, the scale does not provide information about the context in which aggressive behavior occurs or the motives behind it. Therefore, it is recommended that the PNAS be used in conjunction with other assessment measures and clinical interviews to provide a more complete understanding of a child’s behavior.
Reliability and Validity
The Peer-Nomination of Aggression Scale (PNAS) has been found to have good reliability and validity in research studies. Reliability refers to the consistency of the scores produced by the scale, while validity refers to the extent to which the scale measures what it is intended to measure.
Internal consistency is one aspect of reliability and reflects the extent to which the items on the scale are measuring the same construct. The PNAS has been found to have high internal consistency, with a reliability coefficient of .98, indicating that the items on the scale are highly consistent in measuring aggression.
Test-retest reliability is another aspect of reliability and reflects the extent to which the scores produced by the scale are consistent over time. The PNAS has been found to have a one-year stability coefficient of .62, indicating that the scores produced by the scale are moderately stable over time.
Validity has been assessed in a number of ways for the PNAS. Construct validity refers to the extent to which the scale measures the construct it is intended to measure. The PNAS has been found to have good construct validity, with the aggression subscale strongly correlated with other measures of aggression, and the popularity subscale strongly correlated with measures of social competence.
Criterion validity refers to the extent to which the scores produced by the scale predict future behavior or outcomes. Childhood peer-nominations of aggression have been shown to be highly predictive of adolescent and young adult aggression. The PNAS has been used to predict a range of outcomes, including conduct problems, delinquency, and violent behavior.
Available Versions
24-Items
Reference
Eron, L. D., Walder, L. O., & Lefkowitz, M. M. (1971). The development of a measure of hostility in children. Journal of Consulting and Clinical Psychology, 36(2), 149-156.
This scale is copyrighted. For permission to use, please contact:
L. Rowell Huesmann, Ph.D.
Research Center for Group Dynamics
5030 Institute for Social Research
426 Thompson Street
Ann Arbor, MI 48106-1248
Tel: (734) 764-8385
Fax: (734) 763-1202
huesmann@umich.edu
Important Link
Scale File:
Frequently Asked Questions
What age group is the PNAS designed for?
The PNAS is designed for urban elementary school children, grades 1-6.
What does the PNAS measure?
The PNAS measures aggression, popularity, rejection, victimization, hyperactivity, and prosocial behavior.
How is the PNAS administered?
The PNAS is administered by distributing questionnaires to a group of children or adolescents and asking them to nominate their peers for various behaviors related to aggression.
What is the reliability of the PNAS?
The PNAS has been found to have high internal consistency, with a reliability coefficient of .98, indicating that the items on the scale are highly consistent in measuring aggression. The one-year stability coefficient of the scale is .62, indicating that the scores produced by the scale are moderately stable over time.
What is the validity of the PNAS?
The PNAS has been found to have good construct validity, as it measures the construct of aggression and related constructs such as social competence. The scale also has good criterion validity, as childhood peer-nominations of aggression have been shown to be highly predictive of future aggression and related outcomes.
What are the limitations of the PNAS?
The PNAS relies on peer-report, which may not always be accurate or reliable. Additionally, the scale does not provide information about the context in which aggressive behavior occurs or the motives behind it. Therefore, it is recommended that the PNAS be used in conjunction with other assessment measures and clinical interviews to provide a more complete understanding of a child’s behavior.
Can the PNAS be used with adults?
While the PNAS was designed for use with elementary school children, adaptations of the scale have been used with adolescents and young adults in research studies. However, it is important to note that the scale may not be appropriate for all age groups and populations.
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