Early emotional instability, prosocial behaviour, and aggression: some methodological aspects

Abstract

The internal consistency of Emotional Instability, Prosocial Behaviour, and Aggression scales was examined in elementary school children aged between 7 and 10 years. Multiple informants (self‐report, teacher rating, mother rating, and peer nomination) were obtained on the above three dimensions. Relationships between the scales were first examined within the single informant frame of reference and then between informants. The concurrent validity was assessed using sociometric measures (popularity, rejection, social impact, and social preference) and the Achenbach and Edelbrock Child Behavior Checklist (teacher and parent form). The results confirm the internal validity of the three scales measuring emotional instability, prosocial behaviour, and aggression in child self‐report, teacher rating, and mother rating. The use of self‐report measures seems promising within the multiple informant strategy of research on child behaviour. Correlational results show satisfactory concurrent validity for the three scales, especially for teacher rating and peer nomination. The strict relation between emotional instability and aggression poses problems of discriminant validity which need to be further investi gated.