Aggression, Temperament, and Personality Survey

Abstract

The Aggression, Temperament, and Personality Survey (ATPS) is a comprehensive, multi-section self-report questionnaire designed by Kenna M. Reynolds in 2014 to assess key psychological dimensions in adolescent populations. The instrument specifically targets various facets of aggression, core temperament traits, and specific personality characteristics, with a strong focus on emotional reactivity and restraint.

Developed as part of a doctoral thesis, the ATPS is notable for integrating and adapting items from several established measures, including the Problem Behavior Frequency Scale (Dahlberg et al., 2005), the Guilford-Zimmerman Temperament Survey (Guilford, Zimmerman & Guilford, 1976), and the neuroticism subscale of the Big Five Questionnaire–Children (BFQ-C). The overall objective of the ATPS is to provide a nuanced, integrated profile necessary for understanding adolescent psychological functioning and identifying specific patterns of behavioral and emotional dysregulation.

Keywords

Aggression, Temperament, Personality, Psychological scale, Adolescents, Emotional reactivity, Problem behavior, Neuroticism, Self-report, Emotional restraint

Authors

Kenna M. Reynolds

Purpose

The fundamental purpose of the Aggression, Temperament, and Personality Survey (ATPS) is to offer a comprehensive, multi-dimensional assessment of behavioral and emotional tendencies in adolescents. It aims to dissect the complex relationship between dispositional characteristics (temperament and personality) and observable aggressive behaviors within this age group.

Specifically, the ATPS is utilized by researchers and clinicians to evaluate patterns of emotional reactivity, the capacity for emotional restraint, and the manifestation of various aggression styles (both direct and indirect). By synthesizing these constructs, the instrument aids in identifying individual differences that contribute to problematic behaviors and challenges in interpersonal interactions during the critical adolescent developmental period.

Construct

The Aggression, Temperament, and Personality Survey (ATPS) is structured to measure three distinct sets of psychological constructs through its three primary sections. Section I focuses on the frequency of aggressive and problem behaviors, assessing the occurrence of various direct acts (e.g., physical fighting) and indirect acts (e.g., spreading rumors), based heavily on the Problem Behavior Frequency Scale.

Section II evaluates core temperamental characteristics, such as impulsivity, seriousness, thoughtfulness, and dispositional carefree attitudes, drawing conceptual items from established measures like the Guilford-Zimmerman Temperament Survey. These items gauge underlying behavioral styles. Section III addresses personality dimensions related to emotional stability, primarily focusing on aspects of neuroticism or emotional reactivity, adapting items from the BFQ-C. Together, these constructs provide a holistic view of the individual’s propensity for aggression, their typical emotional response, and their basic dispositional style.

Validity

Specific empirical data or statistical analyses detailing the validity of the integrated ATPS are not explicitly presented in the source material. However, the instrument derives inherent foundational validity from its parent scales: the Problem Behavior Frequency Scale, the Guilford-Zimmerman Temperament Survey, and the BFQ-C subscale of Neuroticism, all of which are well-established psychometric tools.

In standard psychometric practice, the full validation of the ATPS would typically involve demonstrating construct validity (showing appropriate correlations with measures of related and unrelated traits), criterion validity (predicting relevant outcomes such as disciplinary actions), and content validity (ensuring comprehensive item coverage). Researchers intending to use the ATPS are advised to consult the full thesis document for specific validation studies conducted on the adolescent sample.

Reliability

The source content does not provide specific reliability coefficients (such as Cronbach’s alpha or test-retest correlations) for the subscales of the ATPS. Achieving high reliability is essential in psychological measurement to ensure the consistency and stability of the scores obtained.

Given the measure’s reliance on established scales, it is presumed that the original components possess acceptable levels of internal consistency and stability. Future research or the original thesis document would detail the specific internal consistency (e.g., using Cronbach’s alpha) for the newly integrated subscales and test-retest reliability data to confirm the measure’s stability over time within the target adolescent population.

Factor Analysis

Information regarding a formal factor analysis of the ATPS is absent from the provided abstract. In scale development, factor analysis is a critical statistical procedure used to confirm the underlying dimensional structure of the instrument.

For an instrument integrating three distinct domains (aggression, temperament, and personality), either exploratory factor analysis (EFA) or confirmatory factor analysis (CFA) would typically be employed to verify that the items load onto their intended, separate constructs. This process is crucial for ensuring the structural validity of the measure, guaranteeing that the scale measures three unique psychological dimensions as hypothesized. It is highly probable that such analyses were detailed within the complete 2014 thesis.

Instrument

Test Type: Self-report questionnaire

Format: The ATPS employs a mixed response format across its three sections. Section I (Aggression) uses a six-point frequency count scale (0, 1-2, 3-5, 6-9, 10-19, 20 or more) for behavioral frequency. Section II (Temperament) uses a dichotomous format (“Yes/No” or “Agree/Disagree”) supplemented by an “Unsure” option. Section III (Personality/Emotional Reactivity) uses a 5-point Likert scale (1=Almost Never to 5=Almost Always).

Language Available: English

Population Group: Adolescents

Age Group: Typically 12 to 18 years, consistent with the standard definition of the adolescent population.

Population Details: The instrument was developed and initially standardized utilizing a rural adolescent sample in the context of the author’s thesis research at Ohio Dominican University.

Test Methodology: The assessment is administered as a paper-and-pencil or digital questionnaire, requiring participants to self-report their behaviors and emotional responses by selecting or circling the corresponding categorical or numerical response.

Keywords

Adolescent psychology, Behavioral assessment, Emotional regulation, Psychological measurement, Survey, Personality traits, Aggressive behavior, Temperamental traits, Psychometrics

Authors

Author ORCID Identifier: Not available in the provided source.

Affiliation Email addresses: Not available in the provided source.

Correspondence Address: Not available in the provided source.

Permissions & Fee and Test Year

The Aggression, Temperament, and Personality Survey (ATPS) was developed in 2014 as part of a thesis completed at Ohio Dominican University. Specific details regarding official permissions for use or any associated licensing fees are not contained within the source material. Interested parties are strongly advised to contact the primary author, Kenna M. Reynolds, or the relevant department at Ohio Dominican University for formal usage rights.

The original PDF of the thesis, which contains the complete instrument and detailed methodology, can be downloaded here: https://etd.ohiolink.edu/!etd.send_file?accession=oduhonors1399026035&disposition=inline.

References

• Barbaranelli, C., Caprara, G. V., & Rabasca, A. (2003). The Big Five Questionnaire–Children (BFQ-C): A psychometric examination. European Journal of Psychological Assessment, 19(2), 154-162.
• Dahlberg, L. L., Toal, S. B., & Behrens, C. B. (2005). Measuring violence-related behaviors among adolescents: A compendium of assessment tools. Centers for Disease Control and Prevention.
• Guilford, J. P., Zimmerman, W. S., & Guilford, J. S. (1976). The Guilford-Zimmerman Temperament Survey: Manual of instructions and interpretations. Consulting Psychologists Press.
• Reynolds, Kenna M. (2014). Emotional Reactivity, Emotional Restraint, and Aggression Style Patterns in a Rural Adolescent Sample. Electronic Thesis or Dissertation. Ohio Dominican University. OhioLINK Electronic Theses and Dissertations Center. Retrieved from https://etd.ohiolink.edu/

Items of the Aggression, Temperament, and Personality Survey

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

Section I:

Please circle the number of times you have done the following activities in the last month. Number of times: 0‚ 1-2‚ 3-5‚ 6-9‚ 10-19‚ 20 or more

1. Thrown something at someone to hurt them?
2. Been in a fight in which someone was hit?
3. Threatened to hurt a teacher?
4. Shoved or pushed another kid?
5. Threatened someone with a weapon (gun‚ knife‚ club‚ etc.)?
6. Hit or slapped another kid?
7. Threatened to hit or physically harm another kid?
8. Insulted someone’s family?
9. Teased someone to make them angry?
10. Put someone down to their face?
11. Gave mean looks to another student?
12. Picked on someone?
13. Didn’t let another student be in your group anymore because you were mad at them?
14. Told another kid you wouldn’t like them unless they did what you wanted them to do?
15. Tried to keep others from liking another kid by saying mean things about him/her?
16. Spread a false rumor about someone?
17. Left another kid out on purpose when it was time to do an activity?
18. Said things about another student to make other students laugh?

Section II:

Decide if you agree or disagree with each statement. If you agree with the statement‚ please circle “Yes”‚ if you disagree‚ please circle “No”. If you are unsure you may circle “?‚ but please avoid marking “? if possible. There are no right or wrong answers.

1. You would rather plan an activity than take part in it.
2. You believe in the idea that we should “eat‚ drink‚ and be merry‚ for tomorrow we die.”
3. Other people think of you as being very serious minded.
4. You like the parties you attend to be lively.
5. You are inclined to stop to think things over before you act.
6. You like school work that requires considerable attention to detail.
7. You are a carefree individual.
8. You take life very seriously.
9. You often crave excitement.
10. You sometimes make quick decisions that you later wish you hadn’t made.
11. You have a habit of starting things and then losing interest in them.
12. It is difficult for you to understand people who get very concerned about things.
13. Many of your friends think you take your school work too seriously.
14. You make decisions on the spur of the moment.
15. You often act on the first thought that comes into your head.
16. You like to play practical jokes on others.
17. You are a happy-go-lucky individual.
18. You are so concerned about the future that you do not get as much fun out of the present as you might.
19. You often stop to analyze your thoughts and feelings.
20. It is difficult for you to understand how some people can be so unconcerned about the future.
21. You can listen to a class lecture without feeling restless.
22. You sometimes find yourself becoming upset or worried even before the problem arises.
23. You often eat more junk foods than you should.
24. You like wild enthusiasm‚ sometimes to a point bordering on rowdyism‚ at a football or basketball game.
25. You keep at a task until it is done‚ even after nearly everyone else has given up.
26. You seldom let your responsibilities interfere with ha‎ving a good time.
27. You generally feel as though you haven’t a care in the world.
28. You usually say what you feel like saying at the moment.
29. When you get angry‚ you feel better if you let yourself go.
30. You are fond of doing dares‚ whether you think they are safe or not.

Section III:

Please circle how often the following statements apply to you:

1=Almost Never‚ 2=Rarely‚ 3=Every Once in a While‚ 4=Sometimes‚ 5=Almost Always

1. I worry about silly things.
2. I get nervous for silly things.
3. My feelings get hurt easily.
4. I like to be active.
5. I cry.
6. I like to compete with others.
7. I get angry easily.
8. I lose my calm easily.
9. I argue with others.
10. I am in a bad mood.
11. I get irritated when things are difficult for me.
12. I am sad.
13. I am not patient.