Love Styles (Lasswell & Lasswell, 1976)

Forms of love exhibited by participants; 36 Items / 6 Item subscales, Ages 14-18.
  • Populations: Adolescents
  • Age ranges: 14-18
  • Languages: English
  • Countries: United States

Items

Subscales

  • Agape, 6 Items
  • Pragma, 6 Items
  • Storge, 6 Items
  • Eros, 6 Items
  • Mania, 6 Items
  • Ludus, 6 Items

Items by Subscale

Agape

  • I try to always help her through difficult times. 
  • I would rather suffer myself than let my girlfriend suffer. 
  • I can’t be happy unless I put her happiness above my own. 
  • I usually sacrifice my own wishes to let her get her own. 
  • Whatever I own is hers to use as she chooses. 
  • I would put up with a lot for her sake. 

Pragma

  • I consider what a person is going to become in life before I commit myself to her. 
  • It is best to love someone with a similar background to mine. 
  • A main consideration in choosing a girlfriend is how she fits into my family. 
  • An important factor in choosing a girlfriend is how she will be as a mother. 
  • Before getting very involved with someone, I try to figure out what our children would be like, if we were to have any. 
  • In choosing a partner, I consider how she will for in my future plans. 

Storge

  • It is hard to say exactly when we went from being friends to being romantically involved. 
  • Love first requires caring for a while. 
  • I expect to always be friends with the people I date. 
  • The best kind of love grows out of a long friendship. 
  • My most satisfying dating relationships grew from good friendships. 
  • Love is a deep friendship, not a mysterious, passionate emotion. 

Eros

  • We were attracted to each other immediately when we first met. 
  • We have the right physical “chemistry” between us. 
  • We have an intense romantic relationship. 
  • I feel that we were meant for each other. 
  • We became involved rather quickly. 
  • She/he fits my ideal standards of physical good looks. 

Mania

  • If my girlfriend ignores me for a while, I sometimes do stupid things to get her attention back. 
  • I can’t relax if I suspect she is with another guy. 
  • When I am in love, I have trouble concentrating on anything else. 
  • When she doesn’t pay attention to me, I feel sick all over. 
  • Sometimes I get so excited about being in love that I can’t sleep. 
  • When my love affairs break up, I really get depressed. 

Ludus

  • I try to keep her uncertain about my commitment to her. 
  • I think that what she does not know about me will not hurt her. 
  • I have sometimes had to keep two of my girlfriends from finding out about each other. 
  • I can get over love affairs pretty easily and quickly. 
  • When my girlfriend becomes too dependent on me, I want to back off a little. 
  • I enjoy playing the “game of love” with a number of different girls. 

Scoring

Not Reported

Citations

Lasswell, T. E., & Lasswell, M. E. (1976). I love you but I’m not in love with you. Journal of Marital and Family Therapy, 2(3), 211-224. https://doi.org/10.1111/j.1752-0606.1976.tb00413.x

LEVESQUE, R. J. R. (1993). The romantic experience of adolescents in satisfying love relationships. Journal of Youth and Adolescence, 22(3), 219-251. https://doi.org/10.1007/BF01537790

Scoring breakdown

Measure development

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

Validity

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

Reliability

  • Green: 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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