Predicting Abusive Behaviours in Spanish Adolescents’ Relationships: Insights from the Reasoned Action Approach
Abstract
:1. Introduction
2. Current Research
3. Materials and Method
3.1. Participants
3.2. Instruments
3.2.1. Reasoned Action Approach Variables
Behavioural Intention
Attitude towards Behaviour
Perceived Norm
Sexism
Actual Behaviour
3.2.2. Procedure
3.3. Data Analyses
4. Results
4.1. Sample of Single Adolescents
4.2. Sample of Adolescents in a Dating Relationship
5. Discussion
6. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A. Questionnaire Model
- Intention scale items: INT 1+ INT 2+ INT 3+ INT 4
- ○
- Subjective norm scale items:
- ○
- Prescriptive items: SNP1+SNP2+SNP3
- ○
- Descriptive items: SND1+SND2+SND3
- Attitude scale items:
- ○
- Instrumental items: 2, 5, 6, 7, 11, 12
- ○
- Experiential items: 1, 3, 4, 8, 9, 10
Instructions
1 | 2 | 3 | 4 | 5 | 6 | 7 |
Totally agree | Strongly agree | Slightly agree | Indifferent | Slightly disagree | Strongly disagree | Totally disagree |
When we have been dating a girl for a while, we usually meet, have a drink, go out to a party, go to the movies or be with friends. But it is not always like that! We can stay separately with friends or do some activity on our own. Whenever this happens, some of us have the habit of frequently calling our girls to find out where they are, who they are with or when we are going to see each other. The following questions are about this and we would like to know your opinion. There are no good or bad answers, all opinions are equally valid. |
1 | 2 | 3 | 4 | 5 | 6 | 7 |
Totally agree | Strongly agree | Slightly agree | Indifferent | Slightly disagree | Strongly disagree | Totally disagree |
1 | 2 | 3 | 4 | 5 | 6 | 7 |
Totally agree | Strongly agree | Slightly agree | Indifferent | Slightly disagree | Strongly disagree | Totally disagree |
1 | 2 | 3 | 4 | 5 | 6 | 7 |
Totally agree | Strongly agree | Slightly agree | Indifferent | Slightly disagree | Strongly disagree | Totally disagree |
1 | 2 | 3 | 4 | 5 | 6 | 7 |
Totally true | Quite true | Slightly true | Indifferent | Slightly false | Quite false | Totally false |
1 | 2 | 3 | 4 | 5 | 6 | 7 |
Totally agree | Strongly agree | Slightly agree | Indifferent | Slightly disagree | Strongly disagree | Totally disagree |
1 | 2 | 3 | 4 | 5 | 6 | 7 |
Totally agree | Strongly agree | Slightly agree | Indifferent | Slightly disagree | Strongly disagree | Totally disagree |
1 | 2 | 3 | 4 | 5 | 6 | 7 |
Totally unlikely | Strongly unlikely | Slightly unlikely | Indifferent | Slightly likely | Strongly likely | Totally likely |
1 | 2 | 3 | 4 | 5 | 6 | 7 |
Totally true | Quite true | Slightly true | Indifferent | Slightly false | Quite false | Totally false |
1 | 2 | 3 | 4 | 5 | 6 | 7 |
Totally unlikely | Strongly unlikely | Slightly unlikely | Indifferent | Slightly likely | Strongly likely | Totally likely |
1 | 2 | 3 | 4 | 5 | 6 | 7 |
Totally agree | Strongly agree | Slightly agree | Indifferent | Slightly disagree | Strongly disagree | Totally disagree |
Totally | Quite | Slightly | Indifferent | Slightly | Quite | Totally | ||
1. Romantic | 1 | 2 | 3 | 4 | 5 | 6 | 7 | Non-romantic |
2. Necessary | 1 | 2 | 3 | 4 | 5 | 6 | 7 | Unnecessary |
3. Funny | 1 | 2 | 3 | 4 | 5 | 6 | 7 | Boring |
4. Tough | 1 | 2 | 3 | 4 | 5 | 6 | 7 | Tender |
5. Bad | 1 | 2 | 3 | 4 | 5 | 6 | 7 | Good |
6. Useless | 1 | 2 | 3 | 4 | 5 | 6 | 7 | Useful |
7. Helpful | 1 | 2 | 3 | 4 | 5 | 6 | 7 | Harmful |
8. Stressing | 1 | 2 | 3 | 4 | 5 | 6 | 7 | Relaxing |
9. Passionate | 1 | 2 | 3 | 4 | 5 | 6 | 7 | Cold |
10. Unpleasant | 1 | 2 | 3 | 4 | 5 | 6 | 7 | Pleasant |
11. Intelligent | 1 | 2 | 3 | 4 | 5 | 6 | 7 | Stupid |
12. Protective | 1 | 2 | 3 | 4 | 5 | 6 | 7 | Attacking |
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Single Adolescents | Dating Adolescents | |||||||
---|---|---|---|---|---|---|---|---|
Boys | Girls | Boys | Girls | |||||
CB | DB | CB | DB | CB | DB | CB | DB | |
Behavioural intention | 0.94 | 0.91 | 0.95 | 0.90 | 0.96 | 0.92 | 0.95 | 0.90 |
Attitude | 0.93 | 0.91 | 0.93 | 0.87 | 0.94 | 0.89 | 0.94 | 0.85 |
Perceived norm | 0.86 | 0.75 | 0.82 | 0.71 | 0.83 | 0.74 | 0.83 | 0.76 |
Sexism | 0.94 | 0.94 | 0.92 | 0.93 | 0.94 | 0.94 | 0.90 | 0.94 |
Actual Behaviour | - | - | 0.91 | 0.94 | 0.94 | 0.96 |
Boys | ||||||
---|---|---|---|---|---|---|
Criterion: Intention † | Predictors | R2 | F | df | β | B[CI] |
Controlling behaviour | 0.56 | 62.40 *** | 3239 | |||
Attitude | 0.02 | 0.74 [−0.26, 0.41] | ||||
Perceived norm | 0.71 | 0.85 [0.75, 0.96] | ||||
Sexism | 0.08 | 0.15 [−0.03, 0.31] | ||||
Previous relationship | 0.04 | 0.14 [−0.13, 0.41] | ||||
Actual relationship | 0.03 | 0.30 [−0.42, 1.03] | ||||
Devaluing behaviour | 0.47 | 40.19 *** | 3216 | |||
Attitudes | 0.26 | 0.24 [0.14, 0.35] | ||||
Perceived norm | 0.51 | 0.57 [0.45, 0.68] | ||||
Sexism | 0.13 | 0.14 [0.03, 0.25] | ||||
Previous relationship | 0.03 | 0.06 [−0.14, 0.28] | ||||
Actual relationship | 0.03 | 0.16 [−0.44, 0.77] | ||||
Girls | ||||||
Controlling behaviour | 0.62 | 79.72 *** | 3238 | |||
Attitude | 0.48 | 0.54 [0.44, 0.64] | ||||
Perceived norm | 0.44 | 0.51 [0.41, 0.61] | ||||
Sexism | 0.05 | 0.10 [−0.04, 0.24] | ||||
Previous relationship | 0.04 | 0.11 [−0.09, 0.32] | ||||
Actual relationship | 0.03 | 0.29 [−0.33, 0.91] | ||||
Devaluing behaviour | 0.33 | 23.72 *** | 2231 | |||
Attitude | 0.22 | 0.25 [0.13, 0.39] | ||||
Perceived norm | 0.49 | 0.58 [0.45, 0.71] | ||||
Sexism | 0.01 | 0.01 [−0.12, 0.15] | ||||
Previous relationship | 0.05 | 0.12 [−0.1, 0.34] | ||||
Actual relationship | −0.02 | −0.23 [−1.2, 0.74] |
Initial Models | ||||
---|---|---|---|---|
Fit Indices | Boys | Girls | ||
Controlling | Devaluing | Controlling | Devaluing | |
χ2/df † | 0.75 ns | 0.14 ns | 2.21 ns | 4.45 ns |
CFI | 1.00 | 1.00 | 0.99 | 0.97 |
RMSEA | 0.00 [0.00, 0.14] b | 0.00 [0.00, 0.05] | 0.02 [0.00, 0.17] | 0.09 [0.00, 0.20] |
SRMR | 0.01 | 0.01 | 0.01 | 0.03 |
Final models | ||||
χ2/df | 0.24 ns | 0.55 ns | 2.21 ns | 1.17 ns |
CFI | 1.00 | 1.00 | 0.99 | 0.98 |
RMSEA | 0.00 [0.00, 0.19] | 0.00 [0.00, 0.00] | 0.03 [0.00, 0.16] | 0.03 [0.00, 0.00] |
SRMR | 0.01 | 0.02 | 0.02 | 0.02 |
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Nardi-Rodríguez, A.; Pastor-Mira, M.Á.; López-Roig, S.; Pamies-Aubalat, L.; Martínez-Zaragoza, F.; Ferrer-Pérez, V.A. Predicting Abusive Behaviours in Spanish Adolescents’ Relationships: Insights from the Reasoned Action Approach. Int. J. Environ. Res. Public Health 2022, 19, 1441. https://doi.org/10.3390/ijerph19031441
Nardi-Rodríguez A, Pastor-Mira MÁ, López-Roig S, Pamies-Aubalat L, Martínez-Zaragoza F, Ferrer-Pérez VA. Predicting Abusive Behaviours in Spanish Adolescents’ Relationships: Insights from the Reasoned Action Approach. International Journal of Environmental Research and Public Health. 2022; 19(3):1441. https://doi.org/10.3390/ijerph19031441
Chicago/Turabian StyleNardi-Rodríguez, Ainara, María Ángeles Pastor-Mira, Sofía López-Roig, Lidia Pamies-Aubalat, Fermín Martínez-Zaragoza, and Victoria A. Ferrer-Pérez. 2022. "Predicting Abusive Behaviours in Spanish Adolescents’ Relationships: Insights from the Reasoned Action Approach" International Journal of Environmental Research and Public Health 19, no. 3: 1441. https://doi.org/10.3390/ijerph19031441