Studies Using MSAI

  • Aryadoust, V., Akbarzadeh, S., & Akbarzedeh, S. (2011). Psychometric characteristics of the persian version of the multidimensional school anger inventory-revised. Asia Pacific Journal of Education, 31, 51–64. doi:10.1080/02188791.2011.544070
  • Barker, K. A., Grefe, C. N., Burns, E. M., & DiGiuseppe, R. (2008). Assessing anger and aggression in Vietnamese adolescents and cross-culturally. Collaborative Research Journal of School Psychology, 23­–38. Available, from http://ebookbrowse.com/4171249182cb4c3a995306595ad75283-pdf-d13944204
  • Bear, G. G., Uribe-Zarain, X., Manning, M. A., & Shiomi, K. (2009). Shame, guilt, blaming, and anger: Differences between children in Japan and the US. Motivation and Emotion, 33, 229–238. doi:10.1007/s11031-009-9130-8
  • Boman, P. (2003). Gender differences in school anger. International Education Journal, 4, 71–77. Available online, from http://eprints.qut.edu.au/13160/1/GenderDifferencesInSchoolAnger.pdf
  • Boman, P., Curtis, D., Furlong, M. J., & Smith, D. C. (2006). Cross-validation and rasch analyses of the Australian version of the Multidimensional School Anger Inventory—Revised. Journal of Psychoeducational Assessment, 24, 225–242. doi:10.1177/0734282906288472
  • Boman, P., Mergler, A., Furlong, M., & Caltabiano, N. (2014). Anger in Indigenous and non-Indigenous Students. International Education Journal: Comparative Perspectives, 13(2), 15-26.
  • Boman, P., Smith, D. C., & Curtis, D. (2003). Effects of pessimism and explanatory style on development of anger in children. School Psychology International, 24, 80–94. doi:10.1177/0143034303024001581
  • Boman, P., & Yates, G. C. R. (2001). Optimism, hostility, and adjustment in the first year of high school. British Journal of Educational Psychology, 71, 401–411. doi:10.1348/000709901158587
  • Cayubit, R. F. O. (2013). Development and Standardization of the Anger Expression Type Indicator Test (AETIT). Educational Measurement and Evaluation, 4, 66-77.
  • El Hassan, K., & Adhami, N. (2016). Adaptation and Validation of the Children’s Anger Response Checklist for Grades 4–6 Lebanese Students. Child Indicators Research, 9(4), 985-1002.
  • Fryxell, D., & Smith, D. C. (2000). Personal, social, and family characteristics of angry students. Professional School Counseling. Special Issue: School Violence and Counselors, 4, 86–94.
  • Furlong, M. J., & Smith, D. C. (1998). Raging Rick to tranquil Tom: An empirically based multidimensional anger typology for adolescent males. Psychology in the Schools. Special Issue: Addressing Youth Anger and Aggression in School Settings, 35, 229–245. doi:10.1002/(SICI)1520-6807(199807)35:3<229::AID-PITS4>3.0.CO;2-I
  • Furlong, M. J., Smith, D. C., & Bates, M. P. (2002). Further development of the multidimensional school anger inventory: Construct validation, extension to female adolescents, and preliminary norms. Journal of Psychoeducational Assessment, 20, 46–65. doi:10.1177/073428290202000104
  • Gambetti, E., & Giusberti, F. (2016). Anger and everyday risk-taking decisions in children and adolescents. Personality and Individual Differences, 90, 342-346.
  • Gavita, O. A., & Calin, A. (2013). Retman rational stories versus Rational Parenting Program for the treatment of child psychopathology: Efficacy of two formats of Rational-Emotive Behavior Therapy. Journal of Cognitive and Behavioral Psychotherapies, 13(1), 33-56.
  • Ghanizadeh, A. (2008). Gender difference of school anger dimensions and its prediction for suicidal behavior in adolescents. International Journal of Clinical and Health Psychology, 8, 525–535.
  • Ghanizadeh, A., & Haghighi, H. B. (2010). How do ADHD children perceive their cognitive, affective, and behavioral aspects of anger expression in school setting? Child and Adolescent Psychiatry and Mental Health, 4, 4. doi:10.1186/1753-2000-4-4
  • Goodwin, L. D., & Goodwin, W. L. (1999). Measurement myths and misconceptions. School Psychology Quarterly, 14, 408–427. doi:10.1037/h008901  
  • Hernawati, L., Rahayu, E., & Soejowinoto, P. (2015). The Predictors of Indonesian Senior High School Students' Anger at School. Journal of Education and Practice, 6(23), 108-119.
  • Neamtu, G. M., & David, O. A. (2016). Coaching Emotional Abilities in Fostered Adolescents through Rational Emotive and Cognitive-Behavioral Education: Efficacy and Mechanisms of Change of Using Therapeutic Stories. Journal of Evidence-Based Psychotherapies, 16(1), 33.
  • Pilania, V. M., Mehta, M., & Sagar, R. (2015). Anger Management. In A Practical Approach to Cognitive Behaviour Therapy for Adolescents (pp. 109-130). Springer India.
  • Shimoda, Y., & Terasaka, A. (2012). Reliability and validity of the Japanese version of the Multidimensional School Anger Inventory. The Japanese Journal of Psychology, 83, 347–356.
  • Smith, D. C., Furlong, M., Bates, M., & Laughlin, J. D. (1998). Development of the Multidimensional School Anger Inventory for males. Psychology in the Schools, 35, 1–15. doi:10.1002/(SICI)1520-6807(199801)35:1<1::AID-PITS1>3.0.CO;2-U
  • Smith, D. C., Furlong, M. J., Boman, P., & Gonzalez, V. (2012).  Using self-report anger assessments in school settings. In S. R. Jimerson, A. B. Nickerson, M. J. Mayer, & M. J. Furlong (Eds.), The handbook of school violence and school safety: International research and practice (pp. 273–288). New York, NY: Taylor & Francis.
  • Terasaka, A. (2011). Multidimensional characteristics of anger in childhood and early adolescence. The Japanese Journal of Developmental Psychology, 22, 298–307
© MSAI (Smith & Furlong) 2012