Abstract
ABSTRACTObjective: To construct a scale of adolescents' attitudes towards sexuality and to determine their psychometric characteristics.Methods: Methodological study conducted with 394 students from the 8th to 12th grades of a school in central Portugal. They answered a questionnaire consisting of the Adolescent Students' Attitude Scale for Sexuality (E3AS) and socio-demographic and academic data. The project received a favorable opinion from the National Data Protection Commission (authorization No. 10421/2017). Construct validity analysis was performed through exploratory factor analysis and internal consistency was performed through Cronbach's alpha. A maximum error probability of 5% was considered.Results: The mean age of the sample was 14.9±1.4 years, with 53.3% being female. The instrument consisted of 34 items distributed into five factors: F1. Family planning and sex education (α=0.826); F2. First sexual relationship (α=0.819); F3. Violation of sexual rights and who to turn to in the event of unplanned pregnancies (α=0.695); F4. Gender expression and identity (α=0.542), and F5. Unplanned pregnancy and parenting (α= 0.761), with a total alpha value of 0.766, accounting for 45.3% of total variance.Conclusions: The psychometric adequacy of the E3AS for the Portuguese population allows us to affirm that it is a valid and reliable instrument that can be used in future studies to assess the attitudes of adolescent students towards sexuality.
Highlights
The Europe 2020 Strategy,[1] with regard to sustainable growth and inclusive education, and the United Nations 2030 Agenda for Sustainable Development, Promotion and Education for Health in schools have a relevant role in the “(...) development of healthy, sustainable and happy citizens and societies, which is why they contribute to the goals and objectives defined by the World Health Organization for Health and Wellbeing in Europe - Health 2020”.2Schools assume a role par excellence in the mediation of previous and formal knowledge at all levels and cycles of education and teaching
The notion of freedom and responsibility emerges, when it is associated with choosing values, and it is translated by the definition of strategies for a dialogical attitude and social construction.[4]
The years of schooling varied between the 8th and 12th grades, with the group of students who were in the 9th grade being the most representative (44.4%)
Summary
The Europe 2020 Strategy,[1] with regard to sustainable growth and inclusive education, and the United Nations 2030 Agenda for Sustainable Development, Promotion and Education for Health in schools have a relevant role in the “(...) development of healthy, sustainable and happy citizens and societies, which is why they contribute to the goals and objectives defined by the World Health Organization for Health and Wellbeing in Europe - Health 2020”.2Schools assume a role par excellence in the mediation of previous and formal knowledge at all levels and cycles of education and teaching. The Europe 2020 Strategy,[1] with regard to sustainable growth and inclusive education, and the United Nations 2030 Agenda for Sustainable Development, Promotion and Education for Health in schools have a relevant role in the “(...) development of healthy, sustainable and happy citizens and societies, which is why they contribute to the goals and objectives defined by the World Health Organization for Health and Wellbeing in Europe - Health 2020”.2. The notion of freedom and responsibility emerges, when it is associated with choosing values, and it is translated by the definition of strategies for a dialogical attitude and social construction.[4] Effective intervention requires approaching new themes, such as values, objectives, freedom with responsibility, and knowledge, that allow adolescents to be “free, autonomous, responsible and aware of themselves and the world that surrounds them” in order to make informed decisions.[5]. It is necessary to make adolescents more responsible with regard to reproduction, and to educate them on promoting human relations with respect for their own freedom, other’s freedom, responsibility, coherence, equal rights and pleasure, listening and understanding of others.[5,6]
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