Reactive–Proactive Aggression Questionnaire — Short Form

The short Chinese Reactive–Proactive Aggression Questionnaire (RPQ-SC) was developed by You and colleagues in 2021 from the original RPQ. Its 16 items distinguish reactive from proactive aggression in children and adolescents. It is brief, efficient to administer, and suitable for ages 6–16. It has good psychometric properties in Chinese child and adolescent samples and is widely used in school mental health screening, aggression assessment, conduct research, counseling, and treatment.

Reactive aggression is a defensive or retaliatory response to provocation, threat, or unfair blame, often accompanied by anger or anxiety. Examples include fighting back when mocked or arguing when blamed unfairly. It is an emotional, impulsive response to an external event. Proactive aggression is initiated to achieve a goal, such as obtaining something, displaying power, or getting attention, usually without marked emotional arousal. It is more instrumental and planned, such as cheating to win or threatening someone to get something. Distinguishing the two is important for choosing targeted interventions.

The original RPQ-SC uses 3-point scoring from 0–2, with a total range of 0–32 and two 8-item dimensions ranging from 0–16. This site codes its three response choices from 1–3, so the total ranges from 16–48 and each dimension from 8–24. The site retains the reference bands supplied with the Chinese scale: totals ≤18 are classified as low, 19–28 as moderate, and ≥29 as high aggression. Dimension scores ≤9 are low, 10–14 moderate, and ≥15 high. These are the thresholds displayed by this implementation; the different coding should be kept in mind when comparing scores with the original version. Look at which type is more pronounced, since interventions differ. High reactive aggression suggests difficulties managing emotions; high proactive aggression suggests difficulties with values and empathy.

The RPQ-SC was designed for children and adolescents aged 6–16. Uses include school screening to identify aggression concerns, assessment of conduct or aggression problems, baseline assessment before counseling or treatment, monitoring intervention outcomes, and research. Children and adolescents can rate themselves, or parents and teachers can complete an observer-rated version. For younger children aged 6–8, assistance from a parent or teacher or an observer-rated version is recommended.

For reactive aggression: ① Teach recognition and regulation of anger through deep breathing, counting, or pausing to calm down. ② Use cognitive restructuring to reconsider perceived provocation and develop perspective-taking. ③ Teach communication-based conflict resolution. ④ Build tolerance of frustration. For proactive aggression: ① Develop ethical values and an understanding of the harm aggression causes. ② Build empathy for those affected. ③ Teach constructive ways to achieve goals, such as cooperation and negotiation. ④ Establish clear behavioral rules and consequences. Parent and teacher involvement is essential, providing consistent behavior management and positive examples.

If the RPQ-SC total is ≥29 or any dimension is ≥15, consider professional counseling or behavioral intervention. Pay particular attention when aggression is frequent and disrupts learning or relationships, causes serious harm or property damage, accompanies conditions such as conduct disorder or oppositional defiant disorder, is difficult for parents or teachers to manage, or persists despite attempts to improve it. Early identification and intervention can reduce aggression and prevent more serious conduct problems or antisocial behavior. This is a screening tool, not a diagnostic basis; diagnosis requires a mental health professional.