Table of Contents
| Category | Details |
|---|---|
| Description | The Adolescent Assertiveness Assessment Scale (AAA-S; de Lima et al., 2024) was developed to measure adolescents’ assertiveness skills. The process of creating the items for the AAA-S began with an exploratory qualitative study using the focus group technique. Based on feedback from participants and the operational definition of assertiveness and its subclasses (Del Prette & Del Prette, 2017), the initial version of the AAA-S consisted of 80 items reflecting various situations indicative of the subclasses of assertiveness. Data were collected from adolescents aged 12 to 15 years. The final measure, comprising 20 items, demonstrated both content and semantic validity. Further research is needed to verify the reliability of the proposed instrument and its factorial validity. |
| Author | de Lima, Sara Luize Pereira; Simeão, Shirley de Souza Silva; Silva, Washington Allysson Dantas; Galdino, Melyssa Kellyane Cavalcanti |
| Purpose | The AAA-S assesses assertiveness in adolescence. |
| Construct | Adolescent Assertiveness |
| Instrument Type | Rating Scale |
| Test Type | Original |
| Test Year | 2024 |
| Administration Method | Electronic |
| Format | Items are rated using a four-point Likert scale ranging from 1 (never or rarely) to 4 (always/almost always). |
| Language Present | English |
| Reliability | No reliability indicated. |
| Validity | Content validity: The CVCt was .97 and the CVCi coefficient was > .80, with the overall average ranging from .92 to .99 for each judge’s assessment. Semantic validity: Considering median scores > 2.5 for high comprehension indices, the results showed a general comprehensibility of the scale at 86.4%. A moderate and partially significant correlation was also observed between age and the level of comprehensibility of the adolescents at this stage (r = 0.41, p = 0.05). |
| Factor Analysis | No factor analysis indicated. |
| Test Validity | Content Validity |
| Population Group | Human; Male; Female |
| Population Details | Age Range: 12-18; Location: Brazil; Respondents: Adolescents |
| Keywords | Adolescent Assertiveness; Assertiveness Skills; Semantic Validity; Young People’s Perceptions |
| Index Terms | Adolescent Attitudes; Assertiveness; Developmental Measures; Adolescent Characteristics |
| Files | No file is available for download. |
| Permissions | May use for Research/Teaching |
| Web Site | Creative Commons License |
| Commercial | No |
| Fee | No |
| Correspondence Address | de Lima, Sara Luize Pereira: [email protected] |
| Source Reference | de Lima, S. L. P., Simeão, S. d. S. S., Silva, W. A. D., & Galdino, M. K. C. (2024). Adolescent Assertiveness Assessment Scale: Evidence of content validity. Psicologia: Teoria e Pesquisa, 40, Article e40403. |
Adolescent Assertiveness Assessment Scale (AAA-S)
This scale is designed to assess assertiveness in adolescents. Responses are structured on a four-point Likert format ranging from 1 (never or rarely) to 4 (always/almost always).
Items:
| Item No. | Item Description |
| 1 | When my peers say something I do not agree with, I voice my opinion. |
| 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 | During a group outing, I can give my opinion about what we could do every day. |
| 4 | At school I have difficulty talking to the teacher. |
| 5 | In group situations I usually represent my group to make requests to the teacher. |
| 6 | I can argue when my parents ask me to do something I do not want to do. |
| 7 | I often get angry when my parents criticize my performance at school. |
| 8 | When someone says my taste in music is not good, I explain that we have different musical preferences. |
| 9 | When I like a classmate, I find it difficult to express my feelings. |
| 10 | I tend to be ironic with my colleagues. |
| 11 | I play games that lead to disappointing my friends. |
| 12 | I have difficulty maintaining friendships. |
| 13 | When I am unhappy in a relationship, I can take the initiative to end the relationship. |
| 14 | If I hurt a colleague, I apologize. |
| 15 | Even when I know I am in the wrong, I avoid admitting my mistake. |
| 16 | In situations where my colleagues do something I do not like, I often say how I feel. |
| 17 | If a classmate asks me to copy my notes during class, I borrow them even if it slows me down. |
| 18 | If I do not understand something the teacher has explained, I ask you to explain it again. |
| 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. |
| 20 | If some classmates make noise in class and I feel uncomfortable, I ask for silence. |
Response Format:
1 = Never or rarely
2 = Sometimes
3 = Often
4 = Always/almost always
Cite this article
Mohammed looti (2026). Adolescent Assertiveness Assessment Scale. PSYCHOLOGICAL SCALES. Retrieved from https://scales.arabpsychology.com/s/dolescent-assertiveness-assessment-scale/
Mohammed looti. "Adolescent Assertiveness Assessment Scale." PSYCHOLOGICAL SCALES, 4 Apr. 2026, https://scales.arabpsychology.com/s/dolescent-assertiveness-assessment-scale/.
Mohammed looti. "Adolescent Assertiveness Assessment Scale." PSYCHOLOGICAL SCALES, 2026. https://scales.arabpsychology.com/s/dolescent-assertiveness-assessment-scale/.
Mohammed looti (2026) 'Adolescent Assertiveness Assessment Scale', PSYCHOLOGICAL SCALES. Available at: https://scales.arabpsychology.com/s/dolescent-assertiveness-assessment-scale/.
[1] Mohammed looti, "Adolescent Assertiveness Assessment Scale," PSYCHOLOGICAL SCALES, vol. X, no. Y, ص Z-Z, April, 2026.
Mohammed looti. Adolescent Assertiveness Assessment Scale. PSYCHOLOGICAL SCALES. 2026;vol(issue):pages.