青少年性知識量表的設計及信效度檢定

Designing and Establishment of the Validity and Reliability of a Questionnaire on Sexual Knowledge for Teenagers

瞭解現代青少年性知識乃現代性教育重要的課題。過去青少年性知識量表只侷限在單一教育程度的族群，或未將量表全部內容列出，較不利於往後的研究在性知識量表的引用、探討與比較。本研究參考相關文獻擬定一份性知識量表，將題目調整為適合國中、高中、高職及夜校的學生，並評估其信效度。量表的架構，分別為性生理、懷孕、避孕、墮胎及性傳染病。選項為是非題，還有「不知道」避免猜題，及「不懂題意」以瞭解問題是否能讓學生看懂。採專家效度、項目分析、團體差異分析的建構效度、內在一致性及再測信度。9位專家的評分結果，每題平均皆在3.5分以上，刪除或整合題目最後版本有20題。在2005年9-10月得有效問卷共3087份，回收率為97.0%。20題題目的難度指數在30.5%到75.1%間。鑑別指數在28.6%到67.3%間，又大部份題目的鑑別指數在40.0%以上。性知識答對率均是以國中最低，夜校、高職次之，高中最高，具團體差異分析的建構效度。內在一致性的Cronbach´s α為0.78。在再測信度方面，共70份，男生有45人，女生有25人，相關係數r=0.75，顯示性知識量表具短時間的穩定性。整體而言，我們設計的青少年性知識量表具良好的內容效度、項目分析、團體差異分析的建構效度、內在一致性及再測信度。期望這份性知識量表能廣被採用，測量青少年性知識的得分等成果便可互相比較。

How much adolescents know about sex is critical in designing and/or performing a program on sexual education. We aimed to design a questionnaire to measure the sexual knowledge of grade 7-12 students. Its validity and reliability was also examined. The framework of our sexual knowledge questionnaire included sexual physiology, pregnancy, contraceptive methods, abortion, and sexually transmitted disease. The answer choices were “yes”, “no”, “don’t understand the question”, “do not know”. Expert validity, item analysis, group differences of construct validity, test-retest reliability and internal consistency were performed. The average rating for the sexual questionnaire by 9 experts was over 3.5 and 20 questions were finalized. From September to December 2005, 3087 students filled out the questionnaire with a response rate of 97.0%. The item difficulty ranged from 30.5% to 75.1% and item discrimination ranged from 28.6% to 67.3% . The correct proportion of sexual knowledge was lowest in students from junior high school (grade 7-9), followed by grade 10-12 students from night school, vocational school, and senior high school. This supports the group differences in construct validity of our sexual knowledge measure. Cronbach’s α was 0.78, suggesting ourquestionnaire had good internal consistency. Another 70 students (45 boys and 25 girls) filled out the questionnaire twice in two weeks. The test-retest reliability (r) was 0.75, indicating the sexual knowledge measured by our questionnaire was stable over time. In conclusion, the content validity and item analysis, group differences of construct validity, test-retest reliability and internal consistency of our sexual knowledge questionnaire were acceptable. We welcomed other researchers using our questionnaire to measure sexual knowledge in teenagers so the findings can be compared on the same basis.