Intimate Relationships Questionnaire

Abstract

The Intimate Relationships Questionnaire (IRQ) is a psychological measure developed by Georgia Yesmont (1992b) to assess behavioral response tendencies—specifically assertive, nonassertive, and aggressive styles—in intimate situations related to precautionary sexual health behaviors. The instrument was created in response to the high rates of Sexually Transmitted Diseases (STDs) and the AIDS epidemic among young adults and adolescents.

The IRQ consists of 14 items, 10 of which focus on critical safer-sex behaviors such as negotiating condom use, inquiring about STD history, and delaying sexual intercourse. The remaining four items serve as distractors concerning nonsexual relationship dynamics. Responses are measured using a 5-point Likert scale, ranging from (1) not at all like me to (5) just like me, allowing respondents to rate their probable cognitive or behavioral response to each scenario. The IRQ is a promising, structured tool easily integrated into assertiveness training programs to evaluate and enhance safer-sex communication skills.

Keywords

Intimate Relationships Questionnaire, Assertiveness, Nonassertiveness, Aggression, Safer Sex, Condom Use, STD Prevention, Adolescents, Young Adults, Psychological Assessment, Sexually Transmitted Diseases

Authors

GEORGIA YESMONT (Hofstra University)

Purpose

The primary purpose of the Intimate Relationships Questionnaire (IRQ) is to systematically measure the extent to which unmarried adolescents and young adults exhibit assertive, nonassertive, or aggressive tendencies when facing intimate situations that require precautionary health measures.

The scale serves as a diagnostic tool that can be utilized in individual, group, or couples counseling settings. It is particularly useful when combined with behavioral interventions, such as role-play and rehearsal of precautionary behaviors, enabling clinicians to pinpoint specific aspects of safer-sex communication that pose difficulties for respondents and require targeted intervention.

Construct

The IRQ operationalizes three core, distinct dimensions of interpersonal response style: Assertiveness, Nonassertiveness, and Aggression. These constructs are measured in the specific context of intimate partner interactions, particularly those involving sexual health risk reduction.

The response alternatives for each item were meticulously formulated based on universally accepted definitions of these three terms, drawing heavily from literature foundational to assertive living (Alberti & Emmons, 1986). The scale measures the respondent’s self-perceived likelihood of engaging in cognitive or behavioral responses that align with one of these three styles when confronted with scenarios involving condom use negotiation, sexual boundary setting, or disclosure of STD status.

Validity

Content Validity: The scale established strong content validity through a rigorous review process. Initial response alternatives were rated by a panel of clinicians according to established definitions of the assertiveness dimensions. Subsequent revisions resulted in a final content set that was unanimously rated by a second group of clinicians as aligning with the intended conceptualizations of assertiveness, nonassertiveness, and aggression.

Criterion and Construct Validity: The Yesmont (1992b) study demonstrated significant correlations between IRQ scores and actual self-reported precautionary behaviors among college students. Assertiveness scores correlated positively with both “Caution” in a new relationship (r = .35) and “Asking” (inquiry behaviors regarding STD history and AIDS testing, r = .36). Aggressiveness scores were also positively related to Caution (r = .22) and Asking (r = .19). Crucially, nonassertiveness scores correlated negatively and significantly with Caution (r = –.41) and Asking (r = –.34).

Furthermore, IRQ assertiveness was positively correlated with the percentage of time condoms were used for coitus (r = .24), while IRQ nonassertiveness showed the expected significant negative relationship to condom use (r = –.25). A comparison between students who reported 100% condom use versus nonusers revealed that consistent users had significantly higher assertiveness scores (M = 35.01 vs. M = 33.74, p < .05) and significantly lower nonassertiveness scores (M = 14.65 vs. M = 19.53, p < .001). Gender differences were also noted, with females scoring significantly more assertive and aggressive, while males were significantly more nonassertive.

Reliability

Internal consistency estimates were calculated using Cronbach’s alphas in a sample of 253 unmarried, predominantly white undergraduate students (159 females; 94 males) (Yesmont, 1992b). The reliability coefficients for the three assertiveness dimensions specific to safer sex questions demonstrated acceptable reliability:

• Assertiveness: .77
• Aggressiveness: .67
• Nonassertiveness: .71

Similar reliability was reported in a cross-cultural study by Batista (1995), who utilized a Spanish version of the IRQ with a sample of 103 older high school students in Puerto Rico. The reported alpha coefficients in this independent sample were strong and consistent: Assertiveness (.76), Aggressiveness (.76), and Nonassertiveness (.76).

Factor Analysis

While formal factor analysis data are not provided in the source documentation, correlational analysis of the scale’s dimensions offers insight into their structural relationships. This analysis revealed a statistically significant, albeit weak, positive relationship between the Assertive and Aggressive scores (r = .15, Yesmont, 1992a).

The relationship between Assertiveness and Nonassertiveness was found to be significantly negative (r = –.21), supporting the conceptual distinction that these two response styles are generally inversely related. Importantly, the Nonassertive and Aggressive scores were determined to be statistically unrelated, confirming that they represent distinct response tendencies within the context of intimate communication.

Instrument

Test Type: Self-report psychological questionnaire (Situational Assessment)

Format: 14 total items, including 10 scored items focused on safer-sex behaviors and 4 detractor items concerning general relationship dynamics. Each item presents three response alternatives (Assertive, Nonassertive, Aggressive) rated on a 5-point Likert scale.

Language Available: English, Spanish (Batista, 1995)

Population Group: Adolescents and Young Adults

Age Group: Typically college-aged students and older high school students.

Population Details: Normed primarily on unmarried, predominantly heterosexual college students. The instrument utilizes gender-nonspecific language, making it applicable to individuals of varying sexual orientations.

Test Methodology: Respondents rate the similarity of each of the three response alternatives to their own probable thought or behavior in the described intimate scenario. Administration requires approximately 10 minutes.

Keywords

Assertiveness Training, Sexual Health, Content Validation, Correlational Analysis, Reproductive Health, Psychological Assessment, Dating Relationships, Communication Skills, Nonassertive Behavior

Authors

Author ORCID Identifier: Not provided.

Affiliation Email addresses: [email protected]

Correspondence Address: Georgia Yesmont, Life Span Services, 14 Ketewomoke Drive, Huntington, NY 11743

Permissions & Fee and Test Year

Test Year: 1992 (Yesmont, 1992b)

Permissions/Fees: Information regarding current commercial permissions or fees is not available in the source material. Correspondence regarding use should be directed to the author via the provided email or postal address.

Reference’s

• Alberti, R. E., & Emmons, M. L. (1986). Your perfect right: A guide to assertive living. San Luis Obispo, CA: Impact Publishers.
• Batista, N. (1995). The design and evaluation of a counseling intervention program in sexual assertiveness in adolescents. Unpublished doctoral dissertation. University of Puerto Rico, Rio Piedras.
• Kelly, J. A., St. Lawrence, J. S., Hood, H. V., & Brasfield, T. L. (1989). Behavioral intervention to reduce AIDS risk activities. Journal of Counseling and Clinical Psychology, 57, 60–67.
• Rotheram-Borus, M. J., & Koopman, C. (1989, January). Research on AIDS prevention among runaways: The state of the art and recommendations for the future. Paper presented at the National Institute of Child Health and Human Development Technical Review and Research Planning Meeting on Adolescents and HIV Infection. Bethesda, MD.
• Yesmont, G. (1992a, April). The development of the Intimate Relationships Questionnaire. Paper presented at the 63rd Annual Meeting of the Eastern Psychological Association. Boston, MA.
• Yesmont, G. (1992b). The relationship of assertiveness to college students’ safer sex behaviors. Adolescence, 27, 253–272.

Items of the Intimate Relationships Questionnaire

Each item below describes a situation and three responses that are thoughts or behaviors. These intimate situations involve a dating couple. Try to imagine a situation in your life that is as close to the one described as possible.

After reading each item, circle a number to the right of each response, indicating how similar it might be to the thought you might have or the behavior you might show, in the actual situation.

Please rate every response to each situation. Use the following scale for your ratings:

Not at all like me    Slightly like me   Somewhat like me  Mostly like me   Just like me

• During the past few weeks your boyfriend (girlfriend) seems less enthusiastic and caring about your relationship.

(AG)a a. You’ll decide to confront him (her) on your next date and let out your angry feelings. 1 2 3 4 5

(NON) b. You’ll wait for him (her) to call you and you’ll complain to your friends. 1 2 3 4 5

(AS) c. You’ll decide to speak to him (her) frankly and suggest you try to work things out. 1 2 3 4 5

• When your date says he (she) won’t have sex with you if you insist on using a condom, you say. . .

(AS) a. O.K. Then how about trying some other things besides intercourse? 1 2 3 4 5

(AG) b. Your attitude doesn’t make any sense! That’s it for us. Let’s go home. 1 2 3 4 5

(NON) c. O.K. You’re more important to me, we don’t need to use it. 1 2 3 4 5

• You’re at a party with your boyfriend (girlfriend) and notice that he (she) is very attentive to someone of the opposite sex that you’ve never seen before. You think. . .

(NON) a. I’ll make the best of it—after all, he’s (she’s) going home with me tonight. 1 2 3 4 5

(AS) b. I really would like more of his (her) attention tonight and I’m going to tell him (her). 1 2 3 4 5

(AG) c. How could he (she) ignore me like this—I’ll find someone on my own I can talk to and make him (her) jealous. 1 2 3 4 5

• You want to tell your date that you’d like to use a condom when making love tonight and you think. . .

(AS) a. If I can’t convince him (her) to use a condom tonight, we can find other safe ways of enjoying ourselves for now. 1 2 3 4 5

(NON) b. Using a condom is a good idea but I don’t think I have the nerve to ask him (her) to use one. 1 2 3 4 5

(AG) c. He (she) should do what I ask without any hesitation if he (she) loves me. 1 2 3 4 5

• Your boyfriend (girlfriend) gets silent instead of saying what’s on his (her) mind. You think. . .

(AG) a. Here it comes. The big silent treatment. I’m going to get mad and force him (her) to talk to me. 1 2 3 4 5

(NON) b. If I make a joke and distract him (her), maybe he’ll (she’ll) forget what’s bothering him (her). 1 2 3 4 5

(AS) c. I’ll tell him (her) it bothers me when he (she) gets silent because it leaves me confused about what he’s (she’s) thinking. 1 2 3 4 5

• When you’re asked by your date if you have any disease that you could give him (her) if you make love that night, you think. . .

(AG) a. Who does he (she) think I am—some degenerate who runs around infecting people? 1 2 3 4 5

(AS) b. I’m glad he (she) asked because it gives me a chance to ask the same question. 1 2 3 4 5

(NON) c. I’d better answer or he (she) may get annoyed with me. 1 2 3 4 5

• When your date asks you if you agree to using a condom when you both make love tonight, you think. . .

(AG) a. This is a turn-off. I don’t want anybody telling me what we should do when we make love. 1 2 3 4 5

(NON) b. I’d better do what he (she) says or he’ll (she’ll) be frustrated tonight. 1 2 3 4 5

(AS) c. I’m glad he (she) brought this up, now we’re both protected. 1 2 3 4 5

• Your boyfriend (girlfriend) has criticized your appearance in front of your friends. You say. . .

(AS) a. It hurt my feelings when you criticized me. If you have something to say, please bring it up before we go out. 1 2 3 4 5

(AG) b. How could you do such a rotten thing to me? If you do that again—we’re through! 1 2 3 4 5

(NON) c. I guess I don’t look so great tonight since you criticized me in front of my friends. 1 2 3 4 5

• When you suggest to your date that a condom be used for mutual protection when you make love tonight, your date teases you about being such a worrier. . .

(NON) a. You then become silent for a while, until he (she) comes around to agreeing with you. 1 2 3 4 5

(AS) b. You then tell your date you’d love to make love with him (her), but you always use condoms. 1 2 3 4 5

(AG) c. You then tell your date he’s (she’s) being really immature. 1 2 3 4 5

• You want to ask if your date’s been tested for AIDS and you say. . .

(NON) a. I was wondering about. . . well this is embarrassing to talk about. . . but. have you ever been tested for AIDS? You don’t have to answer that if you don’t want to. 1 2 3 4 5

(AG) b. I want you to tell me right now if you’ve been tested for AIDS. 1 2 3 4 5

(AS) c. I really like you a lot, but with all this talk about AIDS, I’d like to be a little careful. I’ve been tested for AIDS, have you? 1 2 3 4 5

• If your date refuses to use a condom you think. . .

(AS) a. I can find out what he (she) has against them and we can talk about it. 1 2 3 4 5

(NON) b. I’m afraid he (she) won’t want to see me again if I insist. 1 2 3 4 5

(AG) c. If he (she) won’t do what I say—that’s it for us. 1 2 3 4 5

• When neither you nor your date has any condoms one evening, you say. . .

(NON) a. Oh. . . that’s O.K. I suppose we can do it just once without one. 1 2 3 4 5

(AG) b. That’s irresponsible. If you like me you’d always have them when we’re together. 1 2 3 4 5

(AS) c. I don’t have any either, but we can satisfy each other without intercourse tonight. 1 2 3 4 5

• You tell your date that you’d like to wait until know each other a little you better before having sex. When he (she) gets annoyed you would. . .

(AG) a. Tell your date that you couldn’t go out with someone who argues with you about this. 1 2 3 4 5

(AS) b. Re-state your feeling that you’d like to wait. 1 2 3 4 5

(NON) c. Change your mind and have sex with him (her) sooner than you’d planned. 1 2 3 4 5

• When you suggest to your date that you a condom be used when you make love tonight, he (she) says, “You don’t trust me. I told you I’ve never been exposed to AIDS or herpes, or any other disease.”

(AS) a. You say, “I’m sorry, but we have no way of knowing that. I’d feel so much better if we used condoms.” 1 2 3 4 5

(AG) b. You say, “It’s not a question of trust. You don’t understand what I’m saying.” 1 2 3 4 5

(NON) c. You say, “I’m sorry. I do trust you. Let’s drop the whole subject. I don’t want to argue.” 1 2 3 4 5

Response classification: AG = Aggressive; AS = Assertive; NON = Nonassertive