Table 1.
Description and psychometric properties of measures
| Scale | Baseline α |
Follow-up α |
Item | Values |
|---|---|---|---|---|
| Attitudes toward waiting to have sex (Basen-Enquist et al. 1999) | 0.82 | – | I believe people my age should get as much sexual experience as they can. (R) | 1 = Disagree a lot, 5 = Agree a lot |
| I believe it’s okay for people my age to have sex with a steady boyfriend or girlfriend. (R) | 1 = Disagree a lot, 5 = Agree a lot | |||
| I believe people my age should wait until they are married before they have sex. | 1 = Disagree a lot, 5 = Agree a lot | |||
| I believe it’s okay for people my age to have sex with someone they love. (R) | 1 = Disagree a lot, 5 = Agree a lot | |||
| Sensation seeking (Zimmerman and Anderman 2002) | 0.81 | – | I would like to explore strange places. | 1 = Disagree a lot, 5 = Agree a lot |
| I like wild parties. | 1 = Disagree a lot, 5 = Agree a lot | |||
| I like to do frightening things. | 1 = Disagree a lot, 5 = Agree a lot | |||
| I get restless when I spend too much time at home. | 1 = Disagree a lot, 5 = Agree a lot | |||
| I would like to take off on a trip with no preplanned routes or timetables. | 1 = Disagree a lot, 5 = Agree a lot | |||
| I would like to try bungee jumping. | 1 = Disagree a lot, 5 = Agree a lot | |||
| I would like to have new and exciting experiences. | 1 = Disagree a lot, 5 = Agree a lot | |||
| I prefer friends who are excitingly unpredictable. | 1 = Disagree a lot, 5 = Agree a lot | |||
| Peer sexual behavior (Zimmerman and Anderman 2002) | 0.84 | – | Most of my friends have had sex.® | 1 = Disagree a lot, 5 = Agree a lot |
| Most of my friends are waiting until they’re older to have sex. | 1 = Disagree a lot, 5 = Agree a lot | |||
| Most of my friends are sexually active.® | 1 = Disagree a lot, 5 = Agree a lot | |||
| Most of my friends are waiting until they are married to have sex. | 1 = Disagree a lot, 5 = Agree a lot | |||
| Most of my friends have not “gone all the way.” | 1 = Disagree a lot, 5 = Agree a lot | |||
| Expectancy (adapted from Eccles et al. 1984; Wigfield et al. 1991) | 0.75 | – | How good are you at learning about the prevention of pregnancy and HIV? | 1 = A lot worse, 7 = A lot better |
| How good would you be at learning something new about the prevention of pregnancy and HIV? | 1 = Not good at all, 7 = Very good | |||
| Value (adapted from Eccles et al. 1984; Wigfield et al. 1991) | 0.9 | 0.9 | How much would you like learning about the prevention of pregnancy and HIV? | 1 = Not useful, 7 = Very useful |
| How much would you like learning about the prevention of pregnancy and HIV? | 1 = Not important, 7 = Very important | |||
| I find learning about the prevention of pregnancy and HIV: | 1 = Very boring, 7 = Very interesting | |||
| For me, being good at learning about the prevention of pregnancy and HIV is: | 1 = A little, 7 = A lot | |||
| How useful is learning about the prevention of pregnancy and HIV? | 1 = Not as much, 7 = A lot more | |||
| Knowledge (True/False) | 0.81 | 0.75 | Latex condoms are better than animal-skin condoms. | T/F |
| The best way to use a condom is to leave some space at the tip. | T/F | |||
| Using a condom whenever you have sex with. | T/F | |||
| The chance of getting pregnant is 1 out of 12. | T/F | |||
| About 1/2 of all teen pregnancies are unplanned. | T/F | |||
| Teens have babies who weigh a lot. | T/F | |||
| The best time to talk to a partner about sex is right before sex. | T/F | |||
| Teenagers can get birth control pills from family planning clinics. | T/F | |||
| Using condoms is the most effective way of all methods to avoid pregnancy and STDs. | T/F | |||
| The only teens who really need to worry are homosexuals and injecting drug users. | T/F | |||
| Teacher Credibility (McCroskey and Young 1981) | – | 0.88 | Semantic Differential: Intelligent/Unintelligent. (R) | 1 = Intelligent, 7 = Unintelligent |
| Semantic Differential: Untrained/Trained. | 1 = Untrained, 7 = Trained | |||
| Semantic Differential: Stupid/Bright. | 1 = Stupid, 7 = Bright | |||
| Semantic Differential: Dishonest/Honest. | 1 = Dishonest, 7 = Honest | |||
| Semantic Differential: Untrustworthy/Trustworthy. | 1 = Untrustworthy, 7 = Trustworthy | |||
| Semantic Differential: Really nice/Not nice. (R) | 1 = Really nice, 7 = Not nice | |||
| Teacher Affinity (Anderman et al. 2009) | – | 0.89 | My instructor respected my opinion. | 1 = Not at all true, 5 = Very true |
| My instructor really understood how I felt about things. | 1 = Not at all true, 5 = Very true | |||
| My instructor tried to help me when I was sad or upset. | 1 = Not at all true, 5 = Very true | |||
| I could count on my instructor for help when I needed it. | 1 = Not at all true, 5 = Very true | |||
| My instructor created a comfortable environment in which I could talk about HIV and pregnancy prevention. | 1 = Not at all true, 5 = Very true |