Copyright Malvin Porter, Jr. 2010 - acumen - The University of ...

A Chi-Square (Ҳ 2 ) test on independence was used to determine whether or not there was a
dependency between children’s Intellectual Ability as perceived by teachers and children’s
CBVS Action Choices and Justification Choices.
Are there significant differences in the proportion of children’s responses on the CBVS
Justification Choice subscales (Prosocial/Care, Aggressive/Retribution, Justice/Fair) and CBVS
Action Choice subscales (Prosocial, Aggressive)? A Chi-Square (Ҳ 2 ) test of independence was
used to determine whether children’s Action Choices (e.g., Prosocial, Aggressive) were
dependent on their Justification Choices (e.g., Prosocial/Care, Aggressive/Retribution,
Justice/Fair).
Tests for the difference in proportions were performed to determine if there were
interactions between variables. Tests for the difference in proportions were performed by
participant children’s Gender (e.g., male, female), Story Character Form (e.g., bystander,
victim), and Story Form of Victimization (e.g., physical, relational).
Does teacher-report CBS Behavior with Peers (e.g., Prosocial With Peers, Aggressive
With Peers) relate to children’s CBVS Action Choices (e.g., Prosocial, Aggressive)? Subscale
means and standard deviations for the CBS and CBVS subscales were computed by averaging
children’s additive scores across all of the items contained within a subscale sum. The internal
consistency of each subscale was estimated with Cronbach’s alpha. Alphas for the two CBS
subscales were moderately high to high in magnitude. A stepwise backwards logistic regression
model was used to determine if teacher-report scores on Prosocial With Peers and Aggressive
With Peers subscales on the CBS predicted children’s Prosocial and Aggressive Action Choices
on the CBVS. The backwards elimination analysis was used as a means of comparing the CBS
continuous rated data with the CBVS nominal categorical data, which started out with CBS
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