Adolescent Assertiveness Assessment Scale: Evidence of Content Validity

Lima, Sara Luize Pereira de; Simeão, Shirley de Souza Silva; Silva, Washington Allysson Dantas; Galdino, Melyssa Kellyane Cavalcanti

doi:10.1590/0102.3772e40403.en

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Sumário

Clinical Psychology and Culture • Psic.: Teor. e Pesq. 40 • 2024 • https://doi.org/10.1590/0102.3772e40403.en copy

Adolescent Assertiveness Assessment Scale: Evidence of Content Validity

Escala de Habilidades Assertivas para Adolescentes: Evidências de Validade de Conteúdo

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

This study aimed to present the process of elaborating the Adolescent Assertiveness Assessment Scale (AAA-S). Based on the analysis of judges, evidence of the validity of the content of the instrument was established, assessing the criteria of relevance, pertinence, and clarity of the items. In addition, a study with a sample of the instrument’s target population showed good indices for the comprehensibility of the items (semantic validity). Based on these results, the illustrated version of the instrument was elaborated, which underpins the general scope of the psychometric study on the construct validity and accuracy of AAA-S and sheds light on the development of new studies on the factorial validity of the instrument.

Keywords:
assertiveness; adolescent; content validity

Items	CVC_i
Items	Relevance	Pertinence	Clarity
1	1.00	1.00	1.00
2	1.00	1.00	1.00
3	1.00	1.00	1.00
4	1.00	1.00	1.00
5	1.00	1.00	1.00
6	1.00	1.00	1.00
7	1.00	1.00	1.00
8	1.00	1.00	1.00
9	1.00	1.00	1.00
10	1.00	1.00	1.00
11	1.00	1.00	1.00
12	1.00	1.00	1.00
13	1.00	0.88	0.88
14	1.00	1.00	1.00
15	1.00	1.00	1.00
16	0.81	0.81	0.81
17	1.00	0.94	1.00
18	1.00	1.00	0.88
19	1.00	1.00	1.00
20	1.00	1.00	0.94

Items	M	SD
1. When my peers say something I do not agree with, I voice my opinion.	4.05	1.55
2. If I buy a new piece of clothing and find out at home that I do not like it, I come back to change it.	3.68	1.93
3. During a group outing, I can give my opinion about what we could do every day.	4.09	1.19
4. At school I have difficulty talking to the teacher.	1.95	2.25
5. In group situations I usually represent my group to make requests to the teacher.	3.55	1.92
6. I can argue when my parents ask me to do something I do not want to do.	4.32	1.42
7. I often get angry when my parents criticize my performance at school.	3.23	2.11
8. When someone says my taste in music is not good, I explain that we have different musical preferences.	4.00	1.69
9. When I like a classmate, I find it difficult to express my feelings.	3.18	2.01
10. I tend to be ironic with my colleagues.	3.23	1.85
11. I play games that lead to disappointing my friends.	2.45	2.15
12. I have difficulty maintaining friendships.	2.73	2.12
13. When I am unhappy in a relationship, I can take the initiative to end the relationship.	3.91	1.57
14. If I hurt a colleague, I apologize.	4.68	.78
15. Even when I know I am in the wrong, I avoid admitting my mistake.	2.82	2.13
16. In situations where my colleagues do something I do not like, I often say how I feel.	4.41	.95
17. If a classmate asks me to copy my notes during class, I borrow them even if it slows me down.	3.77	1.63
18. If I do not understand something the teacher has explained, I ask you to explain it again.	4.50	.85
19. If I must go to a place but I do not know how to get there, I prefer to look for it myself rather than ask someone for help.	3.64	1.73
20. If some classmates make noise in class and I feel uncomfortable, I ask for silence.	3.95	1.67

Instituto de Psicologia, Universidade de Brasília Instituto de Psicologia, Universidade de Brasília, 70910-900 - Brasília - DF - Brazil, Tel./Fax: (061) 274-6455 - Brasília - DF - Brazil
E-mail: revistaptp@gmail.com

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[1] Corresponding author
Sara Luize Pereira de Lima Email: saraluizepsi@gmail.com