AIDS-related Knowledge Measure (Seha, Klepp, & Ndeki, 1994)

Several different areas of knowledge regarding HIV/AIDS in adolescents; 43 items, 3-19 item subscales, Age M = 14
  • Populations: Adolescents
  • Age ranges: Range not reported, M by sex: boys: 14.1, girls 13.5
  • Languages: Swahili, English
  • Countries: Tanzania

Items

Subscales:

  • AIDS Information Sources: 6
  • AIDS communication: 5
  • AIDS knowledge: 19
  • Attitudes towards having sexual intercourse: 5
  • Social norms regarding sexual intercourse: 5
  • Self-efficacy to avoid being pressured into having sex: 3

 

Items by subscale:

AIDS Information Sources

Item stem: Have heard or read about AIDS from:

  • radio
  • newspaper / magazine
  • public posters
  • school teachers / students
  • doctor or health worker
  • religious leader

AIDS Communication

Item stem: Have talked about AIDS with:

  • Parents
  • Friends
  • school teachers / students
  • doctor or health worker
  • religious leader

 

AIDS Knowledge

Item Stem: A person can get infected:

  • by shaking hands with someone who has the virus
  • and not show signs of the disease 
  • by having unsterilized injections 
  • by having sex with someone who has the virus 
  • by wearing clothes used by an Infected person 
  • by being bitten by a mosquito which has fed on a person with the virus
  • by hugging someone who has the AIDS virus 
  • by receiving a blood transfusion 

Further items on AIDS knowledge not using the item stem:

  • Most people with the AIDS virus will die as a result 
  • A healthy looking person with the virus can pass it on 
  • A pregnant women can pass the virus on to her baby 
  • AIDS can be cured if detected early 
  • There is a vaccine which can prevent people from getting AIDS 
  • There are tests that can show if a person has the AIDS virus 
  • One can tell if a person has the AIDS virus by the way he or she looks 
  • Condoms can prevent infection by the virus 
  • Many sex partners increases the risk of getting Infected with the AIDS virus
  • A person can change his/her behavior to reduce the risk of getting the AIDS virus

 

Attitudes Toward Having Sexual Intercourse

  • I would feel more grown-up if I had sexual intercourse 
  • Trying to have sex would be very exciting 
  • I would like to have sex if I am in love 
  • Having sex would be the best way to tell someone I am in love 
  • I’d rather risk getting AIDS than miss having sex with an attrac­tive stranger

Social Norms Regarding Sexual Intercourse

  • My parents would be upset if they found out that I am having sex
  • My relatives would be upset if they found out that I am having sex
  • If I had sexual intercourse, people would have less respect for me
  • My best friend thinks it is all right if I have sex 
  • Most of my friends think I should have sexual intercourse 

Self Efficacy to Avoid Being Pressured Into Having Sex

  • I can resist pressure to have sex 
  • I don’t have to have sex if I don’t want to 
  • If I decide, I can wait until I get older before having sexual intercourse

 

Responses

Items used a 5 point Likert-type scale, 1 = “I strongly agree”, 5 = “I strongly disagree”

Scoring

Not Reported

Citations

Seha, A. M., Klepp, K., Ndeki, S. S., (1994). Scale reliability and construct validity: a pilot study among primary school children in northern Tanzania. AIDS Education and Prevention, 6(6). 524-534. https://pubmed.ncbi.nlm.nih.gov/7702963/ 

Scoring breakdown

Measure development

  • Significant design input from young people
  • Cognitive interviews with young people
  • Expert input

Validity

  • Unknown: Face validity
  • Unknown: Convergent validity
  • Unknown: Construct validity

Reliability

  • Unknown: Internal consistency
  • Unknown: Test-retest

Ease of use

  • Unknown: Readability

Definitions

Face validity: How well a measure appears to represent the construct it is supposed to be measuring.

Convergent validity: How well a measure correlates with other hypothetically-related measures.

Construct validity: The extent to which a measure reflects the construct it was designed to evaluate.

Internal consistency: The extent to which items in a scale capture aspects of the same construct.

Test-retest: The degree to which measurement scores are consistent over a short period of time (usually 2 weeks).

Readability: The ease with which a reader can understand the questionnaire items.

Key

  • Green: Meets validation criteria
  • Red: Does not meet validation criteria
  • Unknown: Evidence not available

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