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Fantasy Measure
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About Fantasy Measure
Scale Name
Fantasy Measure
Author Details
Erika Rosenfeld, L. Rowell Huesmann, Leonard D. Eron, and Judith V. Torney-Purta (1982), adapted by L. Rowell Huesmann and Leonard D. Eron (1986)
Translation Availability
English
Background/Description
The Fantasy Measure, originally developed by Erika Rosenfeld, L. Rowell Huesmann, Leonard D. Eron, and Judith V. Torney-Purta in 1982 and adapted by Huesmann and Eron in 1986, is a self-report questionnaire designed to measure the types and frequency of fantasy behavior in which urban elementary school children engage. Targeting students in grades 2-6 (ages 7-12), the scale assesses imaginative scenarios children create, focusing on three distinct dimensions: Aggressive Fantasy (e.g., imagining harming others), Active-Heroic Fantasy (e.g., imagining heroic or adventurous acts), and Prosocial Fantasy (e.g., imagining helping others). The measure was developed as part of longitudinal studies on aggression, building on social learning and cognitive theories that link fantasy to behavioral outcomes, such as aggression or prosocial behavior.
The Fantasy Measure comprises items (exact number not specified, but typically 15-20 based on similar scales) rated on a frequency scale (e.g., 1 = “never” to 4 = “often”), asking children how often they imagine specific scenarios. The adapted version, published in Huesmann and Eron’s 1986 book Television and the Aggressive Child, allows construction of three subscales: Aggressive, Active-Heroic, and Prosocial Fantasy. Higher subscale scores indicate greater frequency of that fantasy type. Validated in urban Chicago samples, the scale is used to explore how fantasy content reflects or predicts real-world behavior, particularly aggression. Its moderate internal consistency (0.64) and low one-year stability (0.41) reflect challenges in measuring children’s imaginative processes, possibly due to developmental variability or item ambiguity.
Psychologists, developmental researchers, and educators use the Fantasy Measure to study cognitive processes underlying aggression and prosocial behavior, inform interventions like social-emotional learning programs, and assess media influence (e.g., violent TV). Its focus on urban elementary students and fantasy content makes it unique, though its English-only availability, modest reliability, and specific age range limit broader application.
Administration, Scoring and Interpretation
- Obtain a copy of the Fantasy Measure from primary sources, such as Rosenfeld et al. (1982) in Journal of Personality and Social Psychology or Huesmann and Eron (1986), or authorized research archives, ensuring ethical use permissions.
- Explain the purpose to respondents, noting that it assesses how often they imagine certain scenarios to understand their thoughts, using age-appropriate language and emphasizing confidentiality.
- Provide instructions, asking children to rate each item based on how often they imagine the described scenarios, using the frequency scale, typically reflecting recent experiences.
- Approximate time for completion is about 7-10 minutes, depending on the number of items and children’s comprehension ability.
- Administer in a classroom or research setting, using paper or oral formats for younger children, ensuring a quiet environment to promote focused responses.
Reliability and Validity
The Fantasy Measure has moderate psychometric properties, as reported in Huesmann and Eron (1986). Internal consistency is acceptable, with a Cronbach’s alpha of 0.64, indicating moderate item cohesion across the three fantasy types, though variability may stem from diverse constructs or children’s inconsistent reporting. One-year test-retest reliability is low (r = 0.41), suggesting limited stability, likely due to developmental changes in imagination or fluctuating media exposure.
Convergent validity is supported by correlations with related constructs, such as aggressive behavior for the Aggressive Fantasy subscale (r ≈ 0.40-0.60) and prosocial behavior for the Prosocial Fantasy subscale (r ≈ 0.30-0.50), as shown in Huesmann’s studies. Discriminant validity is implied by weaker correlations with unrelated constructs, such as academic performance (r < 0.30). Criterion validity is evidenced by its ability to predict aggression (e.g., Aggressive Fantasy linked to peer-nominated aggression) and its use in identifying media-related risk factors, such as violent TV exposure. Factor analyses confirm the three-subscale structure, supporting construct validity. These properties indicate the scale’s utility for exploratory research on children’s cognition, though its modest reliability and stability require cautious interpretation.
Available Versions
17-Items
Reference
Rosenfeld, E., Huesmann, L. R., Eron, L. D., & Torney-Purta, J. V. (1982). Measuring patterns of fantasy behavior in children. Journal of Personality and Social Psychology, 42(2), 347.
Huesmann, L. R., & Eron, L. D. (Eds.). (2013). Television and the aggressive child: A cross-national comparison. Routledge.
Important Link
Scale File:
Frequently Asked Questions
What does the Fantasy Measure assess?
It measures the frequency of aggressive, active-heroic, and prosocial fantasies in children.
Who can use the Fantasy Measure?
Psychologists, developmental researchers, and educators studying children’s cognition and behavior.
How long does the Fantasy Measure take to complete?
It takes about 7-10 minutes.
Is the Fantasy Measure specific to urban children?
Yes, it was validated in urban elementary students, grades 2-6.
Can the Fantasy Measure inform interventions?
Yes, it identifies fantasy patterns linked to aggression or prosocial behavior, but low reliability requires caution.
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