The factorial validity and reliability of three versions of the Aggression Questionnaire using Confirmatory Factor Analysis and Exploratory Structural Equation Modelling

The Aggression Questionnaire (AQ) measures aggression in four domains: Anger, Hostility, Physical Aggression and Verbal Aggression. Moreover, a number of shorter versions of the AQ have emerged. The present study used a large sample of adolescents to test three versions of the AQ. In each case we examined a unidimensional model, a hierarchical model, and a four-factor model. Results of Confirmatory Factor Analysis revealed limited support for a unidimensional model in any of the AQ forms, with results supporting the widely used four-factor model, and to a lesser extent, the hierarchical model. Fit indices for both short-forms of the AQ using Exploratory Structural Equation Modelling were very good. However, results also revealed only partial gender invariance for both scales

Adolescents' reflections on school-based alcohol education in the United Kingdom: education as usual compared with a structured harm reduction intervention

Alcohol consumption by adolescents in the United Kingdom (UK) remains high. School-based interventions are expected to play a key role in preventing adolescent alcohol consumption. A series of focus groups were conducted with pupils who received alcohol education as usual and pupils who received a Northern Ireland adaptation of the School Health and Alcohol Harm Reduction Project (SHAHRP), a universal alcohol education program designed to reduce the harms experienced by young drinkers. This study sought to compare and contrast the participants’ engagement with and enjoyment of the different alcohol education that they had received. Focus groups were completed with 129 pupils in 16 schools in Northern Ireland and Scotland. Alcohol education as usual was viewed negatively and was regarded as unstructured, boring, repetitive, and unrealistic. In contrast, the adaptation of SHAHRP was viewed positively and was regarded as enjoyable and worthwhile, and engaging and relevant to the participants’ experiences of alcohol use. These findings suggest that one reason why alcohol education as usual may not be successful in preventing adolescent drinking and protecting adolescents from negative outcomes may be due to its failure to engage participants. Higher acceptability by pupils means that the adaptation of SHAHRP may be one viable alternative