Studies Using MSAI

Alhammouri, K. A., & Abdulaziz Alenzi, S. (2018). Anger Management Strategies’ Used by Gifted Students. International Journal for Research in Education, 42(1), 98-120.

Aryadoust, V., Mehran, P., & Alizadeh, M. (2016). Validating a computer-assisted language learning attitude instrument used in Iranian EFL context: an evidence-based approach. Computer Assisted Language Learning, 29(3), 561-595.

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

Çakar, F. S., & Karatas, Z. (2017). Adolescents' Self-Esteem, School Anger and Life Satisfaction as Predictors of Their School Attachment. Egitim ve Bilim, 42(189).

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.

Hernawati, L., Rahayu, E., & Soejowinoto, P. (2017). Enhancing Indonesian High School Students' Understanding on Anger Management. International Journal of Economic Perspectives, 11(1), 1632-1638.

Ishida, M., DEI, R., Kunikata, H., Imura, W., Watanabe, M., & Nakajima, K. (2017). Development of the Anger Coping Behaviors Style Scale for High School Students. Kawasaki Journal of Medical Welfare, 23(1), 1-9.

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.

Siyez, D. M. (2017). School-related variables in the dimensions of anger in high school students in Turkey. International Journal of School & Educational Psychology, 1-12.

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

Wang, J., Liu, R. D., Ding, Y., Xu, L., Liu, Y., & Zhen, R. (2017). Teacher’s Autonomy Support and Engagement in Math: Multiple Mediating Roles of Self-efficacy, Intrinsic Value, and Boredom. Frontiers in psychology, 8, 1006.

© MSAI (Smith & Furlong) 2012