Adolescent Delinquency

Abstract

This entry describes a widely utilized self-report instrument designed to measure the frequency and scope of adolescent delinquency and substance use behaviors over a defined period, typically the preceding year. The questionnaire consists of 45 items covering various categories of illegal and antisocial acts, ranging from minor status offenses and property damage to serious violent crime and drug use. Respondents are instructed to report the exact number of times they engaged in each described behavior. A core feature of the scale administration emphasizes total confidentiality, assuring the participant that their responses will not be shared with parents or other authorities, which is crucial for maximizing the honesty and accuracy of self-reported sensitive behaviors.

The instrument provides researchers with quantitative data essential for studying the prevalence, etiology, and correlates of youth crime. Its structured format allows for the calculation of overall delinquency scores as well as scores for specific sub-types of offenses, making it a valuable tool in developmental and criminological psychology.

Keywords

Adolescent Delinquency, Self-Report, Antisocial Behavior, Youth Crime, Substance Use, Criminality, Aggression, Criminology

Authors

Elliot, D. S., Huizinga, D., & Ageton, S. S. (1985). This scale structure is based on the foundational work of the National Youth Survey (NYS) self-report delinquency measure.

Purpose

The primary purpose of this scale is to systematically quantify the extent of involvement in delinquent acts and the use of illicit substances among adolescents. Unlike official records (e.g., arrest data), this Self-Report Questionnaire captures behaviors that may not have resulted in detection or formal legal action, thereby providing a more accurate picture of the true prevalence of youth misconduct.

The scale serves as a critical measure in longitudinal and cross-sectional studies aiming to identify risk factors, protective factors, and developmental trajectories associated with antisocial behavior. By requesting specific frequency counts over the past year, it enables researchers to assess changes in behavior over time and evaluate the effectiveness of prevention and intervention programs targeting youth crime.

Construct

The measured psychological construct is broad-spectrum delinquency, which is conceptualized as a cluster of behaviors that violate social norms and/or legal statutes. The 45 items are designed to cover the full spectrum of behaviors typically classified under adolescent misconduct, including:

• Property Offenses: Vandalism, theft (petty and grand larceny), and breaking and entering.
• Violent and Aggressive Behavior: Assault, threats, and strong-arm robbery.
• Status Offenses: Running away from home and truancy (skipping classes).
• Drug and Alcohol Use: Consumption and sale of various controlled substances (e.g., marijuana, cocaine, hallucinogens, alcohol).

The quantitative nature of the response format (number of times the act was committed) ensures that the severity and frequency of the behavior are captured, providing a robust measure of the construct.

Validity

Although specific validity data for every adaptation of this scale may vary, the foundational self-report instruments upon which this measure is based (such as the NYS) demonstrate strong psychometric properties. Validity is typically established through several methods. Concurrent validity is supported by significant correlations between self-reported delinquency scores and external criteria, such as official police records, teacher ratings of misconduct, and parental reports (where available).

Furthermore, construct validity is evidenced by the scale’s ability to differentiate between known groups (e.g., incarcerated youth versus community samples) and its theoretical alignment with established models of antisocial behavior. Predictive validity is often confirmed by the scale’s capacity to forecast future criminal involvement and negative life outcomes.

Reliability

The Reliability of comprehensive self-report delinquency scales is generally high, particularly in research settings where confidentiality is strictly maintained. Internal consistency, often measured using Cronbach’s Alpha, typically exceeds acceptable thresholds (e.g., α > .80) for the total score, indicating that the items cohere well as a measure of a unified underlying construct of general deviance or delinquency.

Test-retest reliability studies, assessing the stability of reporting over short intervals, usually show moderate to high correlations, supporting the stability of the measure over time. The structured, objective nature of the frequency counting methodology minimizes administration error and enhances the consistency of the measurement.

Factor Analysis

Factor analysis of large item sets, such as the 45 items presented here, consistently reveals a multi-dimensional structure underlying the general construct of delinquency. While a single general delinquency factor often accounts for a significant portion of the variance, specialized factors typically emerge, allowing researchers to study specific behavioral clusters.

Commonly identified factors include: (1) Serious Property Offenses (e.g., grand theft, breaking and entering); (2) Minor Delinquency/Status Offenses (e.g., running away, petty theft); (3) Violent Offenses (e.g., assault, fighting); and (4) Drug/Alcohol Offenses (e.g., sale or use of illicit substances). This factor structure supports the use of both an overall delinquency score and specific subscale scores in analysis.

Instrument

Test Type: Self-Report Frequency Questionnaire

Format: Paper-and-pencil or electronic administration. Responses require participants to write in the numerical frequency (number of times) they engaged in the behavior over the last year.

Language Available: English (Original). Translations may exist depending on specific research adaptations.

Population Group: Adolescents and young adults.

Age Group: Typically 12 to 18 years, though usable for older youth depending on the research context.

Population Details: Non-clinical community samples, as well as high-risk or incarcerated youth populations.

Test Methodology: The scale is administered individually or in group settings. Emphasis is placed on maintaining participant anonymity and ensuring confidentiality to reduce social desirability bias and encourage truthful reporting of sensitive behaviors. The time frame for reporting is the “last year.”

Keywords

Self-Report Delinquency, Criminal Behavior, Youth Risk Assessment, Antisocial Acts, Vandalism, Drug Abuse, Violence, Behavioral Measurement

Authors

Author ORCID Identifier: Not provided in source material for primary authors (Elliot, Huizinga, Ageton) or correspondent (Anderson).

Affiliation Email addresses: [email protected] (For correspondence regarding research use)

Correspondence Address:

Craig A. Anderson, Ph.D.

W112 Lagomarcino Hall

Department of Psychology

Iowa State University

Ames, IA 50011-3180

Permissions & Fee and Test Year

The core structure of this scale is derived from the National Youth Survey (NYS) self-report instrument (Elliot, Huizinga, & Ageton, 1985). Use of the scale for research purposes generally requires coordination with the researchers who adapted or utilized the specific version, such as Craig A. Anderson for the version presented here. The scale’s foundational development year is 1985.

It is generally considered a publicly available instrument for academic research; however, researchers must contact the corresponding author to ensure appropriate usage and citation, as suggested by the contact information provided.

Reference’s

• Anderson, C.A., & Dill, K.E. (2000). Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life. Journal of Personality and Social Psychology, 78, 772-790.
• Elliot, D, S., Huizinga, D., & Ageton, S. S. (1985). Explaining delinquency and drug use. Beverly Hills, CA: Sage

Items of the Adolescent Delinquency

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

How many times in the last year have you:

• ____1. purposely damaged or destroyed property belonging to your parents or other family members?
• ____2. purposely damaged or destroyed property belonging to a school?
• ____3. purposely damaged or destroyed other property that did not belong to you (not counting family or school property)?
• ____4. stolen (or tried to steal) a motor vehicle, such as a car or motorcycle?
• ____5. stolen (or tried to steal) something worth more than $50?
• ____6. knowingly bought, sold or held stolen goods (or tried to do any of these things)?
• ____7. thrown objects (such as rocks, snowballs, or bottles) at cars or people?
• ____8. run away from home?
• ____9. lied about your age to gain entrance or to purchase something; for example, lying about your age to buy liquor or get into a movie?
• ____10. carried a hidden weapon other than a plain pocket knife?
• ____11. stolen (or tried to steal) things worth $5 or less?
• ____12. attacked someone with the idea of seriously hurting or killing him/her?
• ____13. been paid for ha‎ving sexual relations with someone?
• ____14. been involved in gang fights?
• ____15. sold marijuana or hashish (“pot,” “grass,” “hash”)?
• ____16. cheated on school tests?
• ____17. hitchhiked where it was illegal to do so?
• ____18. stolen money or other things from your parents or other members of your family?
• ____19. hit (or threatened to hit) a teacher or other adult at school?
• ____20. hit (or threatened to hit) one of your parents?
• ____21. hit (or threatened to hit) other students?
• ____22. been loud, rowdy, or unruly in a public place (disorderly conduct)?
• ____23. sold hard drugs, such as heroin, cocaine, and LSD?
• ____24. taken a vehicle for a ride (drive) without the owner’s permission?
• ____25. had (or tried to have) sexual relations with someone against their will?
• ____26. used force (strong-arm methods) to get money or things from other students?
• ____27. used force (strong-arm methods) to get money or things from a teacher or other adult at school?
• ____28. used force (strong-arm methods) to get money or things from other people (not students or teachers)?
• ____29. avoided paying for such things as movies, bus or subway rides, and food?
• ____30. been drunk in a public place?
• ____31. stolen (or tried to steal) things worth between $5 and $50?
• ____32. stolen (or tried to steal) something at school, such as someone’s coat from a classroom, locker, or cafeteria, or a book from the library?
• ____33. broken into a building or vehicle (or tried to break in) to steal something or just to look around?
• ____34. begged for money or things from strangers?
• ____35. skipped classes without an excuse?
• ____36. failed to return extra change that a cashier gave you by mistake?
• ____37. been suspended from school?
• ____38. made obscene telephone calls, such as calling someone and saying dirty things. used:
• ____39. alcoholic beverages (beer, wine, and hard liquor)?
• ____40. marijuana–hashish ( “grass,” “pot,” “hash”)?
• ____41. hallucinogens ( “LSD,” “Mescaline,” “Peyote,” “Acid”)?
• ____42. amphetamines ( “Uppers,” “Speed,” “Whites”)?
• ____43. barbiturates( “Downers,” “Reds”)?
• ____44. herion ( Horse,” “Smack”)?
• ____45. cocaine ( “Coke”).