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Attitude Toward Violence Questionnaire
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About Attitude Toward Violence Questionnaire
Scale Name
Attitude Toward Violence Questionnaire
Author Details
Houston Community Demonstration Project (1993), adapted by Kris Bosworth and Dorothy Espelage (1995)
Translation Availability
English
Background/Description
The Attitude Toward Violence Questionnaire (ATVQ) is a self-report measure designed to assess middle school students’ attitudes toward the acceptability of violence, particularly in relation to fighting. Originally developed in 1993 by the Houston Community Demonstration Project, it was adapted by Kris Bosworth and Dorothy Espelage in 1995 to enhance its applicability in violence prevention research. Targeting students in grades 6-8, the ATVQ focuses on beliefs about the legitimacy of using violence to resolve conflicts, such as in response to provocation or peer pressure. It was created to support school-based interventions by identifying attitudes that may predispose students to aggressive behavior, aligning with social-ecological models of violence prevention.
The ATVQ consists of six items rated on a 5-point Likert scale (1 = “strongly disagree” to 5 = “strongly agree”), assessing attitudes toward fighting and nonviolent alternatives. Examples include “If I walk away from a fight, I’d be a coward (‘chicken’)” and “I don’t need to fight because there are other ways to deal with being mad.” Items 2 and 5 are reverse-scored, and the total score ranges from 6 to 30, with higher scores indicating greater acceptance of violent strategies and lower endorsement of nonviolent approaches. The scale’s brevity makes it practical for classroom settings, and its validation in diverse middle school populations supports its use in urban and suburban schools.
Psychologists, educators, and researchers value the ATVQ for its role in evaluating attitudes that contribute to school violence, informing interventions like conflict-resolution programs or peer mediation. Its focus on fighting-specific attitudes makes it a targeted tool for violence prevention, though its English-only availability and moderate reliability limit broader application. The ATVQ remains a key resource in studies of adolescent aggression and school-based prevention efforts.
Administration, Scoring and Interpretation
- Obtain a copy of the Attitude Toward Violence Questionnaire from reputable sources, such as Measuring Violence-Related Attitudes, Behaviors, and Influences Among Youths: A Compendium of Assessment Tools (CDC, 1998) or authorized research platforms, ensuring ethical use permissions.
- Explain the purpose to respondents, noting that it assesses attitudes toward violence to support safer school environments, emphasizing confidentiality.
- Provide instructions, asking students to rate each of the six items based on their beliefs about fighting and conflict resolution, using the 5-point Likert scale, typically reflecting the past month.
- Approximate time for completion is about 3-5 minutes, given its concise format.
- Administer in a classroom or group setting, using paper or digital formats, ensuring a quiet environment to promote honest and focused responses.
Reliability and Validity
The Attitude Toward Violence Questionnaire has documented psychometric properties suitable for its purpose. Internal consistency is moderate, with a Cronbach’s alpha of 0.67, indicating acceptable but not robust item cohesion, likely due to the small number of items. Test-retest reliability is not widely reported, but its use in longitudinal studies suggests adequate stability for short-term assessments.
Convergent validity is supported by correlations with related constructs, such as self-reported aggressive behaviors (r ≈ 0.50-0.65) and peer influences on violence, as noted in studies like Bosworth et al. (2000). Discriminant validity is implied by its specific focus on violence acceptability, distinguishing it from unrelated constructs like academic motivation (r < 0.30). Criterion validity is evidenced by its ability to predict engagement in fighting among middle school students and its sensitivity to changes in violence prevention programs, such as the SMART Talk intervention, which reduced pro-violence attitudes. These properties, as referenced in the CDC compendium and related studies, affirm the ATVQ’s utility in targeted research, though its moderate reliability suggests cautious interpretation.
Available Versions
06-Items
Reference
Houston Community Demonstration Project. (1993). Peer Leader Survey. Houston, TX: City of Houston Health and Human Services Department.
Dahlberg, L. L., Toal, S. B., Swahn, M. H., & Behrens, C. B. (2005). Measuring violence-related attitudes, behaviors, and influences among youths: A compendium of assessment tools. Centers for disease control and prevention.
Important Link
Scale File:
Frequently Asked Questions
What does the ATVQ measure?
It measures attitudes toward the acceptability of violence, especially fighting, in middle school students.
Who can use the ATVQ?
Researchers, educators, and psychologists studying youth violence or prevention programs.
How long does the ATVQ take to complete?
It takes about 3-5 minutes.
Is the ATVQ specific to middle school students?
Yes, it targets grades 6-8.
Can the ATVQ evaluate violence prevention programs?
Yes, it’s sensitive to changes in attitudes post-intervention.
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