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Reactive and proactive aggression in mainland Chinese secondary school students
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Li, X., & Fung, A. L. C. (2015). Reactive and proactive aggression in mainland Chinese secondary school students. Journal of Social Work, 15(3), 297-316.
As there has been little research in mainland China on the distinction between reactive and proactive aggression, the country’s educators and social workers work with an oversimplified definition of aggression that fails to consider different subtypes, thereby preventing the development of effective interventions. There is a pressing need to learn more about the particular types of reactive and proactive aggression that prevail among mainland Chinese students. Here we report the validation and generalization in China of a well-designed assessment tool, the Reactive-Proactive Aggression Questionnaire (RPQ), which is widely used in the West to measure students’ reactive and proactive aggression. Our twofold objective is to determine 1) whether reactive and proactive aggression can be distinguished; and 2) whether the two-factor structure of the reactive and proactive aggression model is appropriate in a non-Western setting. This is a pioneering study designed to develop a reliable reactive/proactive aggression assessment instrument for the mainland Chinese context.
This is the final draft, after peer-review, of a manuscript published in Journal of Social Work. The published version is available online at
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