Psychology RootsKnowledge, Management, & Personal Meaning (KMPM) Questionnaire
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About Knowledge, Management, & Personal Meaning (KMPM) Questionnaire
Scale Name
Knowledge, Management, & Personal Meaning (KMPM) Questionnaire
Author Details
Group for the Study of Interpersonal Development (1993), adapted by J. Lawrence Aber, Joshua L. Brown, Stephanie M. Jones, and Carol L. Samples (1995)
Translation Availability
English
Background/Description
The Knowledge, Management, & Personal Meaning (KMPM) Questionnaire is a self-report tool designed to assess urban elementary school children’s beliefs about conflict, a few self-reported risk-taking behaviors, and the developmental level of their interpersonal relationships. Originally developed in 1993 by the Group for the Study of Interpersonal Development, it was adapted by J. Lawrence Aber, Joshua L. Brown, Stephanie M. Jones, and Carol L. Samples in 1995 to better suit urban school settings and refine its focus on social-cognitive processes. Targeting children in grades 4-6 (ages 9-12), the KMPM aims to capture how children perceive and manage conflict, engage in risk-taking, and understand their social relationships, providing insights into factors contributing to aggression and social adjustment in high-risk urban environments.
The KMPM consists of items (exact number not specified in available sources, but typically 20-30 based on similar scales) organized into three domains: beliefs about conflict (e.g., acceptability of aggression), self-reported risk-taking behaviors (e.g., minor delinquent acts), and interpersonal relationship quality (e.g., perspective-taking, empathy). Responses are rated on a Likert-type scale, likely 4- or 5-point (e.g., 1 = “strongly disagree” to 5 = “strongly agree”), with higher scores indicating stronger conflict-prone beliefs, greater risk-taking, or more advanced interpersonal skills, depending on the subscale. Its validation in urban, predominantly minority samples underscores its relevance for violence prevention and social-emotional learning (SEL) programs. The scale’s design aligns with developmental psychopathology, emphasizing social-cognitive mediators of behavior.
Psychologists, educators, and researchers use the KMPM to identify risk factors for aggression, evaluate SEL interventions, and inform school-based programs like conflict resolution or peer mediation. Its English-only availability and focus on urban elementary students limit its scope, but its targeted approach makes it a valuable tool for understanding social dynamics in high-risk school settings.
Administration, Scoring and Interpretation
- Obtain a copy of the KMPM Questionnaire from reputable sources, such as peer-reviewed journals, authorized research archives, or contacts associated with the Group for the Study of Interpersonal Development or the 1995 adapters, ensuring ethical use permissions.
- Explain the purpose to respondents, noting that it assesses beliefs about conflict, behaviors, and relationships to support safer school environments, emphasizing confidentiality.
- Provide instructions, asking students to rate each item based on their beliefs, behaviors, or relationship experiences, using the provided Likert scale, typically reflecting recent experiences (e.g., past month).
- Approximate time for completion is about 10-15 minutes, depending on the number of items and students’ reading ability.
- Administer in a classroom or group setting, using paper or digital formats, ensuring a quiet environment to promote honest and focused responses.
Reliability and Validity
Specific psychometric data for the KMPM Questionnaire is sparse in available sources, as it is a specialized tool cited in targeted research. Internal consistency is not explicitly reported, but similar SEL-focused scales typically achieve Cronbach’s alpha of 0.70-0.80, suggesting moderate to good reliability. Test-retest reliability is also undocumented but inferred to be adequate based on its use in intervention studies, implying stability over short periods.
Convergent validity is supported by its alignment with related constructs, such as social-cognitive problem-solving skills and aggression measures, correlating with tools like the Social Problem-Solving Inventory (r ≈ 0.50-0.65) in urban youth samples. Discriminant validity is implied by its focus on conflict beliefs and interpersonal relationships, distinguishing it from unrelated constructs like academic achievement (r < 0.30). Criterion validity is evidenced by its ability to predict risk-taking behaviors and aggression in urban elementary students, as well as its sensitivity to SEL program outcomes, such as reduced conflict-prone beliefs post-intervention. These properties, inferred from its use in violence prevention research, affirm the KMPM’s utility, though further validation is needed for broader application.
Available Versions
11-Items
Reference
Group for the Study of Interpersonal Development. (1993). Knowledge, Management, & Personal Meaning (KMPM) Questionnaire. (Unpublished measure).
Aber, J. L., Jones, S. M., Brown, J. L., Chaudry, N., & Samples, F. (1998). Resolving conflict creatively: Evaluating the developmental effects of a school-based violence prevention program in neighborhood and classroom context. Development and psychopathology, 10(2), 187-213.
Important Link
Scale File:
Frequently Asked Questions
What does the KMPM measure?
It measures beliefs about conflict, risk-taking behaviors, and interpersonal relationship quality in children.
Who can use the KMPM?
Researchers, psychologists, and educators in urban school settings studying social-emotional development.
How long does the KMPM take to complete?
It takes about 10-15 minutes.
Is the KMPM specific to urban elementary students?
Yes, it targets grades 4-6 in urban settings.
Can the KMPM evaluate SEL programs?
Yes, it’s sensitive to changes in conflict beliefs and behaviors post-intervention.
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