Validity and Reliability of The Verbal Aggression Scale in Junior High School Students: Exploratory and Confirmatory Factor Analysis

Suandi; Muslihati; Yuliati Hotifah

doi:10.24235/w284w915

Authors

Suandi Universitas Negeri Malang
Muslihati Universitas Negeri Malang
Yuliati Hotifah Universitas Negeri Malang

DOI:

https://doi.org/10.24235/w284w915

Keywords:

Verbal Aggression, Construct Validity, Reliability, Exploratory Factor Analysis, Confirmatory Factor Analysis

Abstract

This study aimed to examine the construct validity and reliability of the Verbal Aggression Scale (VAS) among seventh-grade junior high school students using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Accurate measurement of verbal aggression is essential for identifying students’ behavioral tendencies and supporting evidence-based guidance and counseling interventions. This study employed a quantitative psychometric design involving 420 seventh-grade junior high school students. The instrument was an Indonesian adaptation of the Verbal Aggression Scale developed through a systematic cross-cultural adaptation process, including forward translation, back translation, expert judgment, and pilot testing to ensure linguistic and cultural appropriateness. The final instrument consisted of 20 items rated on a five-point Likert scale. Prior to factor extraction, data suitability was confirmed using the Kaiser-Meyer-Olkin (KMO) measure and Bartlett’s Test of Sphericity. The EFA results indicated that all items loaded on one dominant factor, suggesting that verbal aggression among junior high school students is primarily represented as a unidimensional construct. The CFA demonstrated an acceptable model fit, with RMSEA = 0.065, CMIN/DF = 1.931, CFI = 0.872, and TLI = 0.852. Reliability analysis showed satisfactory internal consistency, with both McDonald’s ω and Cronbach’s α exceeding 0.70. These findings provide empirical evidence that the Indonesian version of the Verbal Aggression Scale possesses adequate construct validity and reliability for assessing verbal aggression among junior high school students and supports its use as a valid assessment instrument for guidance and counseling services, educational research, and school-based intervention programs in Indonesia.

Downloads

Download data is not yet available.

References

Brown, T. A. (2015). Confirmatory Factor Analysis For Applied Research Second Edition.

Byrne, B. M. (2010). Structural Equation Modeling with AMOS.

Cronbach, L. J. (1951). Coefficient Alpha And The Internal Structure Of Tests. 16(3).

Kline, R. B. (2023). Principles and Practice of Structural Equation Modeling.

McDonald, R. P. (1999). Test Theory A United Treatment.

Wang, M., & Degol, J. L. (2015). School Climate : a Review of the Construct , Measurement , and Impact on Student Outcomes. https://doi.org/10.1007/s10648-015-9319-1

Ananta, S. H., Rahmawati, P., Selia, M., Puriani, R. A., & Sriwijaya, U. (2025). Analysis of Tendencies, Factors and Impacts of Verbal Aggression on Children and Adolescents. 3.

Anggoro, W. J., & Widhiarso, W. (2010). Construction and Identification of Psychometric Properties of Happiness Measurement Instruments Based on Indigenous Psychology Approaches: Multitrait ‐Multimethod Study. 37(2), 176–188.

Bekiari, A., & Pachi, V. (2017). Insights into Bullying and Verbal Aggressiveness through Social Network Analysis. 79–101. https://doi.org/10.4236/jcc.2017.59006

Bettencourt, B. A., & Miller, N. (1996). Gender Differences in Aggression as a Function of Provocation : A Meta-Analysis. 119(3), 422–447.

Digman, J. M. (1990). Personality Structure : Emergence Of The Five-Factor.

Fatmawati, H. A., & Maryam, E. W. (2024). The Impact of Peer Support on Verbal Aggressiveness in Junior High School Students. Journal of Islamic Psychology, 1(1), 10. https://doi.org/10.47134/islamicpsychology.v1i1.43

Hamzah, R. E. (2018). Developing interpersonal communication relationships among students. 1(1), 180–187.

Hayes, A. F., & Dunning, D. (1997). Construal Processes and Trait Ambiguity : Implications for Self-Peer Agreement in Personality Judgment. 72(3), 664–677.

Huesmann, L. R., Moise-titus, J., Podolski, C., & Eron, L. D. (2003). Longitudinal Relations Between Children ’ s Exposure to TV Violence and Their Aggressive and Violent Behavior in Young Adulthood : 1977 – 1992. 39(2), 201–221. https://doi.org/10.1037/0012-1649.39.2.201

Infante, D. A., & Rancer, A. S. (2010). A Conceptualization and Measure of Argumentativeness. February 2015, 37–41. https://doi.org/10.1207/s15327752jpa4601

Infante, D. A., & Wigley, C. J. (2009). Verbal aggressiveness: An interpersonal model and measure. October 2013, 37–41. https://doi.org/10.1080/03637758609376126

Matthews, A. C., & Gunawan, W. (2022). Validity and Reliability of the Perceived Future Employability Scale for Young Adults. Consider using the Psalms 27:23–46 https://doi.org/10.20885/psikologika.vol27.iss1.art3

Myers, S. A., & Knox, R. L. (2009). Communication Quarterly. June 2013, 37–41.

Nailunnajwa. (2025). Ethics in psychological assessment to improve the quality of guidance and counseling services. 5(2), 69–81.

Nugroho, M. A., Kuncoro, B., & Sumaryanto, E. (2025). Comprehensive Psychometric Test Report: Analysis of Validity, Reliability, and Sensitivity of the Comprehensive Occupational Therapy Evaluation Scale. 10(02), 164–173.

Pramuaji, K. A., & Loekmono, L. (2018). Test of Validity and Reliability of Research Measuring Tools: Questionnaire. 9(2), 74–78. https://doi.org/10.24036/-X

Quan, F., Gou, Y., Gao, Y., Yu, X., & Wei, B. (2024). The relationship between neuroticism and social aggression : a moderated mediation model.

Rosentein, A. H., & O’Daniel, M. (2002). Disruptive & Clinical Outcomes : 105(1).

Salsabila, A. D. (2024). Analysis of Validity and Reliability Test of Aggression Scale Instruments with Sch Modeling.

Sapnas, K. G., & Zeller, R. A. (2002). Minimizing Sample Size When Using Exploratory Factor Analysis for Measurement. 10(2), 135–154.

Sari, D. K. (2016). Student Aggressive Behavior Profile and Its Implications for Counseling Guidance. Sec. 4.

Wang, M., & Degol, J. L. (2015). School Climate : a Review of the Construct , Measurement , and Impact on Student Outcomes. https://doi.org/10.1007/s10648-015-9319-1

Winter, J. C. F. De, Dodou, D., & Wieringa, P. A. (2009). Exploratory Factor Analysis With Small Sample Sizes. May 2012, 37–41. https://doi.org/10.1080/00273170902794206

Yao, Y., Fan, X., Chen, G., Li, P., & Liu, S. (2025). Online verbal aggression on interpersonal trust among college students : the chain-mediating effect of core self-evaluation and emotional intelligence. June, 1–7. https://doi.org/10.3389/fpsyt.2025.1556046

Yolanda, F., & Yolanda, F. (2020). Big Five Personalities with Aggressiveness in Adolescents. 13(1), 18–22.

Yuliana, A. R., Cahyanti, L., Fitriana, V., Jamaludin, & Alvian, R. R. (2026). Changes in adolescent aggressiveness levels before and after spiritual emotional freedom technique (seft) therapy. 80–89.

Zahra, D. A., Ariyani, M., & Suryaratri, R. D. (2025). Psychometric Analysis of Grit-O Instruments: A Study on Undergraduate Students in Greater Jakarta. 239–251.