Exploratory Factor Analysis of a Relational Aggression Self-report

70 Pages·2015·0.46 MB·English

by  Kimberly S. Carlson

Philadelphia College of Osteopathic Medicine
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PCOM Psychology Dissertations Student Dissertations, Theses and Papers
2009
Exploratory Factor Analysis of a Relational
Aggression Self-report
Kimberly S. Carlson
Philadelphia College of Osteopathic Medicine
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Carlson, Kimberly S., "Exploratory Factor Analysis of a Relational Aggression Self-report" (2009).PCOM Psychology Dissertations.
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Philadelphia College of Osteopathic Medicine
Department of Psychology

EXPLORATORY FACTOR ANALYSIS OF A
RELATIONAL AGGRESSION SELF-REPORT

By Kimberly S. Carlson
Submitted in Partial Fulfillment of the Requirements for the Degree of
Doctor of Psychology

July 2009
PHILADELPHIA COLLEGE OF OSTEOPATHIC MEDICINE
DEPARTMENT OF PSYCHOLOGY
Dissertation Approval
This is to certify that the thesis presented to us by KI'rY\ bQ,(" 1\1 S. Co.x t:so n.
on the 2r J. day of .JiJ",'N~ _, 20 oq , in partial fulfillment of the
requirements for the degree of Doctor of Psychology, has been examined and is
acceptable in both scholarship and literary quality.
Committee Members' Signatures:

Christopher Royer, Psy.D., Chairperson

Robert A. DiTomasso, Ph.D., ABPP

Virginia Salzer, Ph.D.

Robert A. DiTomasso, Ph.D., ABPP, Chair, Department of Psychology
-
Relational Aggression Scale iii
Acknowledgements

A heartfelt “thank you” to my dissertation committee, Dr. Christopher Royer,
Dr. Robert DiTomasso, and Dr. Cheryl Dellasega for their work and support.

This accomplishment would not have been possible without the loving support of my
family, especially Robert W. Barker II.

In loving memory of my grandfather,
Leroy E. Carlson Sr. (October 22, 1915- January 24, 2009).
Relational Aggression Scale iv
Abstract

Relational aggression (RA) represents a distinct form of bullying and refers to behaviors
that harm others through damaging their friendships, their inclusion in social groups,
and their feelings of acceptance. RA has been recognized as a significant problem,
which has psychosocial and academic consequences for perpetrators, victims and
bystanders. This study evaluated a self-report inventory that examined RA in 219
females ages 10 through 18 from Central Pennsylvania. Inter-item correlations revealed
that none of the scale’s items were highly correlated and therefore repetitive. An
Exploratory Factor Analysis (EFA) with an oblique rotation was used to identify the
factors within the Girls Relationship Scale. Two factors were revealed with a “lenient”
alpha greater than .70, representing the factors of “Relationships” and “Substance
Abuse.” A Pearson Correlational analysis found a significant negative relationship
between the Age and the Substance Abuse factor (Pearson Correlation= -.166, p=.001),
indicating the fact that older girls were more likely to endorse the willingness to smoke
cigarettes or use drugs or alcohol if meant being accepted by other girls. A significant
correlation was also found between the Age and the Total Scale score (Pearson
Correlation= .495, p=.001), indicating that older girls were more likely to answer
questions in a more self-assured and knowledgeable manner, or in the desired direction.
An ANOVA revealed significant differences between the roles involved in relational
aggression including the “bully”, “victim”, “bystander” or “other”, and the
“Relationships” factor (p=.002) and between the roles and the Total Scale score
(p=.001). Post hoc tests to examine the significant differences further could not be
Relational Aggression Scale v
performed, however, because of missing data caused by subjects not answering every
question. Lack of significance was found between places and situations in which girls
think that they have more problems with their relationships and their ethnic heritage and
the factor and Total scale scores.
Relational Aggression Scale vi
TABLE OF CONTENTS
CHAPTER ONE: INTRODUCTION……………………………………………………..1
Statement of the Problem………………………………………………………….1
Purpose of the Study………………………………………………………………3
Overview of the Literature Review……………………………………………….3
CHAPTER TWO: LITERATURE REVIEW……………………………………………5
Definition and Prevalence of Bullying……………………………………………5
Definition of Relational Aggression………………………………………………6
Social Cognitive Basis…………………………………………………………….7
Social information Processing………………………………………...7
Social Skills…………………………………………………………....9
Cultural Differences………………………………………………….11
Gender Basis……..………………………………………………………………13
Gender Role Identity…………………………………………………15
Gender Goals………………………………………………………...17
Developmental Basis…………………………………………………………….18
Consequences of Relational Aggression…………………………………………20
Lack of Empirically Supported Measures………………………………………..23
Summary…………………………………………………………………………26
Purpose of the Study……………………………………………………………..27
CHAPTER THREE: RESEARCH QUESTION AND RELATED HYPOTHESIS….…28
Research Question and Hypothesis……………………………………………....28
Research Question………………………………...…………………28
Relational Aggression Scale v ii
Hypothesis 1………………………………………………………….28
Hypothesis 2………………………………………………………….28
Hypothesis
3………………………………………………………….278
Justification of Hypotheses 1 & 2 and Summary of Related Research…...……..28
Justification of Hypothesis 3………………………………….............................29
Summary of Related Research to Hypothesis 3………..……………….……......30
CHAPTER FOUR: METHODOLOGY ………………………………………………...32
Design…………………………………..........................................................32
Participants……….…………………………………………………………..34
Setting…………….………………………………………………………….35
Procedure………………………………………………………….…………36
CHAPTER FIVE: RESULTS…………. ………………………………………………..37
Statistical Analysis……...……………………………………………………37
Sample Demographics…………………………………………...37
Inter-item Correlation……………………………………………37
Exploratory Factor Analysis …………………………………….40
Homogeneity of Factors…………...…………………………….43
Correlations……...…………….…………………………………44
CHAPTER SIX: DISCUSSION ………………………..…………….…………………46
Discussion ……………………………………………….…………………..46
Recommendations…….…………………………………..………………….48
Limitations of the Study……………..………………….…..………………..49
Relational Aggression Scale v iii
Future Directions………….…………………………………..……………51
Conclusion..……………………………………………………………….…52
REFERENCES………………………………………………..……...……………….…53
TABLE ONE…..………………………………………………………………………...39
TABLE TWO….…………………………………………………………………………42
CHAPTER ONE: INTRODUCTION
Statement of the Problem
Bullying has been recognized as a significant problem in American schools.
Relational aggression (RA) represents a distinct form of bullying and refers to behaviors
that harm others through damaging their friendships, their inclusion in social groups, and
their feelings of acceptance (Crick & Grotpeter, 1995; Crick & Werner, 1999; Dellasega,
2005; Dellasega & Nixon, 2003). RA appears to be more common in young women, and
seems to peak in the middle school years when girls seek affiliation and acceptance from
their peers as they begin to develop an identity separate from their families (Dellasega,
2005; Dellasega & Nixon, 2003; Moretti, Holland, & McKay, 2001; Pipher, 2002; Yoon,
Barton, Taiariol, 2004). RA, however, is significantly associated with social and
psychological maladjustment during all phases of development including childhood,
adolescence, and young adulthood (Crick & Werner, 1999, Dellasega, 2005; Dellasega &
Nixon, 2003). Research confirms that the victims, perpetrators, and witnesses of
relational aggression suffer serious social, emotional, and academic consequences
(Limber, 2002; Nansel et al., 2001; Nansel, Overpeck, Haynie, Ruan, & Scheidt, 2003).
These serious consequences of relational aggression have made it a topic of interest to
the general public, and RA has received much media attention over the past decade.
Hollywood films such as Mean Girls (2004) and books such as Surviving Ophelia
(Dellasega, 2001), Girl Wars (Dellasega, 2003), Mean Girls Grown Up (Dellasega,
2005), Odd Girl Out (Simmons, 2002), Queen Bees & Wannabees (Wiseman, 2002) have
brought relational aggression into the limelight. Relational aggression has been the topic