The purpose of this study was to sexual assertiveness scale for university students and to examine it's validity. Four research questions set up for the study were following: First, what are the constructs and the factors of preliminary questionnaire? Second, what are the constructs, the factors and...
The purpose of this study was to sexual assertiveness scale for university students and to examine it's validity. Four research questions set up for the study were following: First, what are the constructs and the factors of preliminary questionnaire? Second, what are the constructs, the factors and the reliability of final questionnaire? Third, how is construct validity of the scale? Finally, how is concurrent validity of the scale? In order to solve the research question, the following methods were used for this study.
To sexual assertiveness scale for university students, reviewing previous studies and various scholars' definitions and categories about sexual assertiveness of university students were examined.
And then 185 questions were selected by analyzing the existing scales for sexual assertiveness for university students, and 117 questions were selected by analyzing individual interviews data of university students and counseling experts. As a result of this process, 117 questions were selected.
Next the content validity about preliminary questionnaire was checked.
First, the selected questions were constructed and reviewed by this researcher, two counseling psychology professor, and two master course students majoring in counseling psychology for the first content validity examination and 72 questions were selected as the first preliminary questions.
Second, the 67 preliminary questions were reviewed by two counseling psychology professors, two master course students majoring in counseling psychology for the first content validity examination and 67 questions were selected as the first preliminary questions.
Third, the 67 preliminary questions were reviewed by two counseling psychology professors, two master course students majoring in counseling psychology for the first content validity examination and 67 questions were selected as the first preliminary questions.
Finally, students' understanding of questions was examined by 10 university students. As a result of this process, total 15 questions were selected the same as third content validity and once face validity.
And, an exploratory factor analysis was made using the scales, which consisted of the final preliminary questions, for sexual assertiveness for university students. As a survey conducted on 326 students of university located in Busan and Gyeongnam, 67 questions were selected.
As a result, scales for sexual assertiveness for university students, which were categorized into three sub-factors – Sexual communication, Sexual stereotypes, Positive sexual attitude. Finally, scales for sexual assertiveness for university students, which consist of three factors and 15 questions, were developed. As a result of test of reliability on 15 questions of finally selected scales for sexual assertiveness for university students, internal consistency (Cronbach's ⍺) showed good between .686 and .815 in three sub-factors and all the scales.
In order to verify the construct validity and concurrent validity of scales for sexual assertiveness for university students, 574 students of university located in Busan, Daegu, Junju, Chungcheong, Seoul were surveyed. A confirmatory factor analysis and a correlation analysis were conducted related to the Sexual autonomy Scale, Sexual attitude Scale. The scales turned out good in every regard. As a result of the confirmatory factor analysis, CFI, TLI, SRMR and RMSEA were examined for sub-factors of scales for sexual assertiveness for university students, validity turned out generally good. In addition, the scale model of the internal structure of the convergent and discriminant validity check was good, respectively. As a result of concurrent validity, final questionnaire had a positive correlation with Sexual autonomy Scale while a negative correlation with Sexual attitude Scale.
Based on the results, some conclusions can be drawn: First, preliminary questionnaire was set after reviewing previous studies, analyzing the existing scales and individual interviewing for university students. Also, content validity by experts on psychological counseling was examined and confirmatory factor analysis and verification of reliability were conducted. Through this process, final 15 questions including 3 factors (Sexual communication, Sexual stereotypes, Positive sexual attitude) were selected as sexual assertiveness scale for university students. Second, verification of construct validity (confirmatory factor analysis), concurrent validity (correlation analysis with Sexual autonomy Scale and Sexual attitude Scale) were conducted to verify validity. According to these results, sexual assertiveness scale for university students developed in this study turned out to be a valid questionnaire.
In addition, the limitations of the study and possible follow-up projects are proposed in the conclusion section.
The purpose of this study was to sexual assertiveness scale for university students and to examine it's validity. Four research questions set up for the study were following: First, what are the constructs and the factors of preliminary questionnaire? Second, what are the constructs, the factors and the reliability of final questionnaire? Third, how is construct validity of the scale? Finally, how is concurrent validity of the scale? In order to solve the research question, the following methods were used for this study.
To sexual assertiveness scale for university students, reviewing previous studies and various scholars' definitions and categories about sexual assertiveness of university students were examined.
And then 185 questions were selected by analyzing the existing scales for sexual assertiveness for university students, and 117 questions were selected by analyzing individual interviews data of university students and counseling experts. As a result of this process, 117 questions were selected.
Next the content validity about preliminary questionnaire was checked.
First, the selected questions were constructed and reviewed by this researcher, two counseling psychology professor, and two master course students majoring in counseling psychology for the first content validity examination and 72 questions were selected as the first preliminary questions.
Second, the 67 preliminary questions were reviewed by two counseling psychology professors, two master course students majoring in counseling psychology for the first content validity examination and 67 questions were selected as the first preliminary questions.
Third, the 67 preliminary questions were reviewed by two counseling psychology professors, two master course students majoring in counseling psychology for the first content validity examination and 67 questions were selected as the first preliminary questions.
Finally, students' understanding of questions was examined by 10 university students. As a result of this process, total 15 questions were selected the same as third content validity and once face validity.
And, an exploratory factor analysis was made using the scales, which consisted of the final preliminary questions, for sexual assertiveness for university students. As a survey conducted on 326 students of university located in Busan and Gyeongnam, 67 questions were selected.
As a result, scales for sexual assertiveness for university students, which were categorized into three sub-factors – Sexual communication, Sexual stereotypes, Positive sexual attitude. Finally, scales for sexual assertiveness for university students, which consist of three factors and 15 questions, were developed. As a result of test of reliability on 15 questions of finally selected scales for sexual assertiveness for university students, internal consistency (Cronbach's ⍺) showed good between .686 and .815 in three sub-factors and all the scales.
In order to verify the construct validity and concurrent validity of scales for sexual assertiveness for university students, 574 students of university located in Busan, Daegu, Junju, Chungcheong, Seoul were surveyed. A confirmatory factor analysis and a correlation analysis were conducted related to the Sexual autonomy Scale, Sexual attitude Scale. The scales turned out good in every regard. As a result of the confirmatory factor analysis, CFI, TLI, SRMR and RMSEA were examined for sub-factors of scales for sexual assertiveness for university students, validity turned out generally good. In addition, the scale model of the internal structure of the convergent and discriminant validity check was good, respectively. As a result of concurrent validity, final questionnaire had a positive correlation with Sexual autonomy Scale while a negative correlation with Sexual attitude Scale.
Based on the results, some conclusions can be drawn: First, preliminary questionnaire was set after reviewing previous studies, analyzing the existing scales and individual interviewing for university students. Also, content validity by experts on psychological counseling was examined and confirmatory factor analysis and verification of reliability were conducted. Through this process, final 15 questions including 3 factors (Sexual communication, Sexual stereotypes, Positive sexual attitude) were selected as sexual assertiveness scale for university students. Second, verification of construct validity (confirmatory factor analysis), concurrent validity (correlation analysis with Sexual autonomy Scale and Sexual attitude Scale) were conducted to verify validity. According to these results, sexual assertiveness scale for university students developed in this study turned out to be a valid questionnaire.
In addition, the limitations of the study and possible follow-up projects are proposed in the conclusion section.
Keyword
#대학생
#성적자기주장
#성적자기주장 척도
#Sexual Assertiveness Scale
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