Mathtech Questionnaires: Sexuality Questionnaires for Adolescents

Name: Mathtech Questionnaires: Sexuality Questionnaires for Adolescents
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Author: Mohammed looti

Mohammed looti

Mathtech Questionnaires: Sexuality Questionnaires for Adolescents

By Mohammed looti / October 22, 2025

Table of Contents

Abstract

The Mathtech Questionnaires for Adolescents represent a comprehensive, multi-component psychological instrument developed to measure key indicators of adolescent sexuality. Commissioned by the Center for Disease Control (CDC) and developed by Mathtech, a private research firm, the battery serves two primary objectives: first, to quantify the most critical areas of knowledge, attitudes, values, skills, and behaviors related to fostering a positive, fulfilling sexuality; and second, to assess the measurable outcomes of sexuality education programs. The complete set consists of three distinct inventories: the Knowledge Test (34 multiple-choice items), the Attitude and Value Inventory (14 scales based on Likert-type items), and the Behavior Inventory (measuring skills, comfort, and frequency of specific actions).

The development involved a rigorous process utilizing an expert panel of approximately 20 professionals who identified over 100 potential outcomes of sexuality education. A subsequent panel of 100 professionals rated the importance of these outcomes in reducing unintended pregnancy and promoting positive sexuality, ensuring the scales target empirically and clinically relevant constructs.

Keywords

Adolescent sexuality, Sexuality education, Unintended pregnancy, Sexual behavior, Attitude measurement, Knowledge Test, Behavior Inventory, Mathtech, Douglas Kirby, Program evaluation, CDC.

Authors

Douglas Kirby, ETR Associates

Purpose

The core purpose of the Mathtech Questionnaires is twofold. Firstly, they function as a diagnostic tool designed to assess critical psychological and behavioral variables among adolescents that contribute either to positive sexual development or to the mitigation of sexual health risks, specifically unintended pregnancy. The measurement domains span fundamental knowledge areas, deeply held values and attitudes, practical skills, and self-reported behaviors.

Secondly, these questionnaires were explicitly designed for the rigorous evaluation of sexuality education programs. By measuring important potential outcomes identified and rated by experts, the instruments allow researchers and educators to determine the effectiveness of interventions aimed at improving adolescent sexual health outcomes.

Construct

The Mathtech Questionnaires measure a multivariate construct of adolescent sexual health literacy and behavior, divided into three major components:

Knowledge Test: This component measures factual knowledge across eight domains, including adolescent physical development, relationships, sexual activity, pregnancy probability, birth control, and sexually transmitted diseases (STDs).
Attitude and Value Inventory: This component assesses 14 distinct affective and cognitive scales related to sexuality, such as Clarity of Long-Term Goals, Attitude Toward Premarital Intercourse, Self-Esteem, and Attitude Toward the Importance of Birth Control. These scales utilize a 5-point Likert-type response format.
Behavior Inventory: This component is complex, measuring three aspects of behavior: the skill used in executing behaviors (e.g., decision-making, assertiveness), the comfort experienced during social and sexual interactions, and the frequency of specific sexual and communication behaviors (measured over the previous month).

Validity

The validity of the Mathtech Questionnaires was established through both expert consensus and empirical testing:

Content Validity: Content validity was ensured through a rigorous, multi-stage process involving numerous professionals. Experts first selected the content domains deemed most important for reducing unintended pregnancy and facilitating positive sexuality. Items were then generated specifically to measure outcomes within these defined domains, confirming that the test content adequately represents the target construct.
Criterion Validity (Knowledge Test): Empirical evidence for the Knowledge Test showed that older students achieved significantly higher scores than younger students, and students with higher overall grade point averages (GPAs) scored higher than those with lower GPAs, suggesting the measure correlates appropriately with established developmental and academic criteria.
Consistency Checks (Behavior Inventory): For the highly sensitive behavior questions, internal consistency checks were performed using specifically written computer programs. These analyses demonstrated that over 95% of the questionnaires exhibited consistent answers across related behavioral items, providing strong evidence of the reliability of self-reported sexual behavior data.

Reliability

Reliability was assessed using both test-retest methods and internal consistency measures (Cronbach’s alpha) across the three inventories:

Knowledge Test Reliability: The test was administered twice, two weeks apart, to a sample of 58 adolescents. The resulting test-retest reliability coefficient was strong at 0.89.
Attitude and Value Inventory Reliability: Internal consistency was measured using Cronbach’s alpha based on responses from 990 students. The coefficients for the 14 scales varied, but generally showed acceptable internal reliability (e.g., Attitude toward Premarital Sex: 0.94; Clarity of Long-Term Goals: 0.89).
Behavior Inventory Reliability: Both test-retest reliability and Cronbach’s alpha were reported, acknowledging that test-retest coefficients for sexual activity items might be artificially low due to genuine changes in adolescent sexual behavior over a two-week period, and small sample sizes for non-sexually active students. Reliability coefficients for skill and comfort scales ranged widely (e.g., Social decision making skills alpha: 0.58; Comfort engaging in social activities alpha: 0.81).

Factor Analysis

While formal Factor Analysis results (EFA/CFA) are not explicitly detailed, the development process incorporated steps that serve the function of dimensional analysis and item refinement:

For the Attitude and Value Inventory, two psychologists specializing in questionnaire design and scale construction examined each item specifically for unidimensionality and clarity, ensuring that items within a scale measured a single construct.
During item refinement, items with the lowest scale loadings on each intended scale were removed, a practice consistent with establishing a clean factor structure. Additionally, items that correlated highly (r > 0.30) with the Crowne-Marlowe (1964) Social Desirability Scale were removed to minimize bias, further purifying the scales.

Instrument

Test Type: Comprehensive psychological battery (Knowledge, Attitudes/Values, Skills/Behaviors)

Format: Mixed format, including multiple-choice (Knowledge Test), 5-point Likert scales (Attitude/Value Inventory), and 4-point/5-point frequency scales (Behavior Inventory).

Language Available: English (Original development language)

Population Group: Adolescents

Age Group: Junior and senior high school students (approximately grades 9-12 or ages 14-18)

Population Details: The initial administration for refinement utilized 729 adolescents for the Knowledge Test and over 200 adolescents for the Attitude and Value Inventory item reduction. Reliability studies used samples ranging from N=14 to N=990, depending on the specific scale.

Test Methodology: Primarily self-report questionnaire administered in a group setting. Response modes vary: circling the best answer (Knowledge Test), circling agreement/disagreement numbers (Attitude/Value), and circling frequency/comfort levels or providing numerical counts (Behavior Inventory).

Permissions & Fee and Test Year

The Mathtech Questionnaires are confirmed to be in the public domain and can be used without formal permission. However, users are requested to provide appropriate citation, referencing the source material, Kirby (1984). The core development work was funded by the Center for Disease Control (CDC), and the comprehensive results were published in 1984.

Reference’s

Crowne, D. P., & Marlowe, D. (1964). The approval motive: Studies in evaluative dependence. New York: Wiley.
Kirby, D. (1984). Sexuality education: An evaluation of programs and their effects. Santa Cruz, CA: Network Publications.

Items of the Mathtech Questionnaires: Sexuality Questionnaires for Adolescents

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

Knowledge Test

We are trying to find out is this program is successful. You can help us by completing this questionnaire.

To keep your answers confidential and private, do not put your name anywhere on this questionnaire. Please use a regular pen or pencil so that all questionnaires will look about the same and no one will know which is yours.

Because this study is important, your answers are also important. Please answer each question carefully. Thank you for your help. Name of school or organization where course was taken:____________________________________

Teacher’s name:__________________________________________________Your birth date: Month Day____________________________________________Your sex (Check one): Male Female____________________________________Your grade level in school (Check one): 9_10_11_12_

Please circle the one best answer to each of the questions below.

By the time teenagers graduate from high schools in the United States:
1. only a few have had sex (sexual intercourse).
2. about half have had sex.
3. about 80% have had sex.
During their menstrual periods, girls:
1. are too weak to participate in sports or exercise.
2. have a normal, monthly release of blood from the uterus.
3. cannot possibly become pregnant.
4. should not shower or bathe.
5. all of the above.
It is harmful for a woman to have sex (sexual intercourse) when she:
1. is pregnant.
2. is menstruating.
3. has a cold.
4. has a sexual partner with syphilis.
5. none of the above.
Some contraceptives:
1. can be obtained only with a doctor’s prescription.
2. are available at family planning clinics.
3. can be bought over the counter at drug stores.
4. can be obtained by people under 18 without their parents’ permission.
5. all of the above.
If 10 couples have sexual intercourse regularly without using any kind of birth control, the number of couples who become pregnant by the end of 1 year is about:
1. one.
2. three.
3. six
4. nine.
5. none of the above.
When unmarried teenage girls learn they are pregnant, the largest group of them decide:
1. to have an abortion.
2. to put the child up for adoption.
3. to raise the child at home.
4. to marry and raise the child with the husband.
5. none of the above.
People having sexual intercourse can best prevent getting a sexually transmitted disease (VD or STD) by using:
1. condoms (rubbers).
2. contraceptive foam.
3. the pill.
4. withdrawal (pulling out).
When boys go through puberty:
1. they lose their “baby fat” and become slimmer.
2. their penises become larger.
3. they produce sperm.
4. their voices become lower.
5. all of the above.
Married teenagers:
1. have the same social lives as their unmarried friends.
2. avoid pressure from friends and family.
3. still fit in easily with their old friends.
4. usually support themselves without help from their parents.
5. none of the above.
If a couple has sexual intercourse and uses no birth control, the woman might get pregnant:
1. anytime during the month.
2. only 1 week before menstruation begins.
3. only during menstruation.
4. only 1 week after menstruation begins.
5. only 2 weeks after menstruation begins.
The method of birth control which is least effective is:
1. a condom with foam.
2. the diaphragm with spermicidal jelly.
3. withdrawal (pulling out).
4. the pill.
5. abstinence (not having intercourse).
It is possible for a woman to become pregnant:
1. the first time she has sex (sexual intercourse).
2. if she has sexual intercourse during her menstrual period.
3. if she has sexual intercourse standing up.
4. if sperm get near the opening of the vagina, even though the man’s penis does not enter her body.
5. all of the above.
Physically:
1. girls usually mature earlier than boys.
2. most boys mature earlier than most girls.
3. all boys and girls are fully mature by age 16.
4. all boys and girls are fully mature by age 18.
It is impossible now to cure:
1. syphilis.
2. gonorrhea.
3. herpes virus # 2.
4. vaginitis.
5. all of the above.
When men and women are physically mature:
1. each female ovary releases two eggs each month.
2. each female ovary releases millions of eggs each month.
3. male testes produce one sperm for each ejaculation (climax).
4. male testes produce millions of sperm for each ejaculation (climax).
5. none of the above.
Teenagers who choose to have sexual intercourse may possibly:
1. have to deal with a pregnancy.
2. feel guilty.
3. become more close to their sexual partners.
4. become less close to their sexual partners.
5. all of the above.
As they enter puberty, teenagers become more interested in sexual activities because:
1. their sex hormones are changing.
2. the media (TV, movies, magazines, records) push sex for teenagers.
3. some of their friends have sex and expect them to have sex also.
4. all of the above.
To use a condom the correct way, a person must:
1. leave some space at the tip for the guy’s fluid.
2. use a new one every time sexual intercourse occurs.
3. hold it on the penis while pulling out of the vagina.
4. all of the above.
The proportion of American girls who become pregnant before turning 20 is:
1. 1 out of 3.
2. 1 out of 11.
3. 1 out of 43.
4. 1 out of 90.
In general, children born to young teenage parents:
1. have few problems because their parents are emotionally mature.
2. have a greater chance of being abused by their parents.
3. have normal birth weight.
4. have a greater chance of being healthy.
5. none of the above.
Treatment for venereal disease is best if:
1. both partners are treated at the same time.
2. only the partner with the symptoms sees a doctor.
3. the person takes the medicine only until the symptoms disappear.
4. the partners continue having sex (sexual intercourse).
5. all of the above.
Most teenagers:
1. have crushes or infatuations that last a short time.
2. feel shy or awkward when first dating.
3. feel jealous sometimes.
4. worry a lot about their looks.
5. all of the above.
Most unmarried girls who have children while still in high school:
1. depend upon their parents for support.
2. finish high school and graduate with their class.
3. never have to be on public welfare.
4. have the same social lives as their peers.
5. all of the above.
Syphilis:
1. is one of the most dangerous of the venereal diseases.
2. is known to cause blindness, insanity, and death if untreated.
3. is first detected as a chancre sore on the genitals.
4. all of the above.
For a boy, nocturnal emissions (wet dreams) means he:
1. has a sexual illness.
2. is fully mature physically.
3. is experiencing a normal part of growing up.
4. is different from most other boys.
If people have sexual intercourse, the advantage of using condoms is that they:
1. help prevent getting or giving VD.
2. can be bought in drug stores by either sex.
3. do not have dangerous side effects.
4. do not require a prescription.
5. all of the above.
If two people want to have a close relationship, it is important that they:
1. trust each other and are honest and open with each other.
2. date other people.
3. always think of the other person first.
4. always think of their own needs first.
5. all of the above.
The physical changes of puberty:
1. happen in a week or two.
2. happen to different teenagers at different ages.
3. happen quickly for girls and slowly for boys.
4. happen quickly for boys and slowly for girls.
For most teenagers, their emotions (feelings):
1. are pretty stable.
2. seem to change frequently.
3. don’t concern them very much.
4. are easy to put into words.
5. are ruled by their thinking.
Teenagers who marry, compared to those who do not:
1. are equally likely to finish high school.
2. are equally likely to have children.
3. are equally likely to get divorced.
4. are equally likely to have successful work careers.
5. none of the above.
The rhythm method (natural family planning):
1. means couples cannot have intercourse during certain days of the woman’s menstrual cycle.
2. requires the woman to keep a record of when she has her period.
3. is effective less than 80% of the time.
4. is recommended by the Catholic church.
5. all of the above.
The pill:
1. can be used by any woman.
2. is a good birth control method for women who smoke.
3. usually makes menstrual cramping worse.
4. must be taken for 21 or 28 days in order to be effective.
5. all of the above.
Gonorrhea:
1. is 10 times more common than syphilis.
2. is a disease that can be passed from mothers to their children during birth.
3. makes many men and women sterile (unable to have babies).
4. is often difficult to detect in women.
5. all of the above.
People choosing a birth control method:
1. should think only about the cost of the method.
2. should choose whatever method their friends are using.
3. should learn about all the methods before choosing the one that’s best for them.
4. should get the method that’s easiest to get.
5. all of the above.

Attitude and Value Inventory

The questions below are not a test of how much you know. We are interested in what you believe about some important issues. Please rate each statement according to how much you agree or disagree with it. Everyone will have different answers. Your answer is correct if it describes you very well.

Circle: 1 = if you Strongly Disagree with the statement. a 2 = if you Somewhat Disagree with the statement. 3 = if you feel Neutral about the statement. 4 = if you Somewhat Agree with the statement. 5 = if you Strongly Agree with the statement.

I am very happy with my friendships.
Unmarried people should not have sex (sexual intercourse).
Overall, I am satisfied with myself.
Two people having sex should use some form of birth control if they aren’t ready for a child.
I’m confused about my personal sexual values and beliefs.
I often find myself acting in ways I don’t understand.
I am not happy with my sex life.
Men should not hold jobs traditionally held by women.
People should never take “no” for an answer when they want to have sex.
I don’t know what I want out of life.
Families do very little for their children.
Sexual relationships create more problems than they’re worth.
I’m confused about what I should and should not do sexually.
I know what I want and need emotionally.
No one should pressure another person into sexual activity.
Birth control is not very important.
I know what I need to be happy.
I am not satisfied with my sexual behavior (sex life).
I usually understand the way I act.
People should not have sex before marriage.
I do not know much about my own physical and emotional sexual responses.
It is all right for two people to have sex before marriage if they are in love.
I have a good idea of where I’m headed in the future.
Family relationships are not important.
I have trouble knowing what my beliefs and values are about my personal sexual behavior.
I feel I do not have much to be proud of.
I understand how I behave around others.
Women should behave differently from men most of the time.
People should have sex only if they are married.
I know what I want out of life.
I have a good understanding of my own personal feelings and reactions.
I don’t have enough friends.
I’m happy with my sexual behavior now.
I don’t understand why I behave with my friends as I do.
At times I think I’m no good at all.
I know how I react in different sexual situations.

34. I have a clear picture of what I’d like to be doing in the future.

My friendships are not as good as I would like them to be.
Sexually, I feel like a failure.
More people should be aware of the importance of birth control.
At work and at home, women should not have to behave differently from men, when they are equally capable.
Sexual relationships make life too difficult.
I wish my friendships were better.
I feel that I have many good personal qualities.
I am confused about my reactions in sexual situations.
It is all right to pressure someone into sexual activity.
People should not pressure others to have sex with them.
Most of the time my emotional feelings are clear to me.
I have my own set of rules to guide my sexual behavior (sex life).
Women and men should be able to have the same jobs, when they are equally capable.
I don’t know what my long-range goals are.
When I’m in a sexual situation, I get confused about my feelings.
Families are very important.
It is all right to demand sex from a girlfriend or boyfriend.
A sexual relationship is one of the best things a person can have.
Most of the time I have a clear understanding of my feelings and emotions.
I am very satisfied with my sexual activities just the way they are.
Sexual relationships only bring trouble to people.
Birth control is not as important as some people say.
Family relationships cause more trouble than they’re worth.
If two people have sex and aren’t ready to have a child, it is very important they use birth control.
I’m confused about what I need emotionally.
It is all right for two people to have sex before marriage.
Sexual relationships provide an important and fulfilling part of life.
People should be expected to behave in certain ways just because they are male or female.
Most of the time I know why I behave the way I do.
I feel good having as many friends as I have.
I wish I had more respect for myself.
Family relationships can be very valuable.
I know for sure what is right and wrong sexually for me.

Behavior Inventory

Part 1

The questions below ask how often you have done some things. Some of the questions are personal and ask about your social life and sex life. Some questions will not apply to you. Please do not conclude from the questions that you should have had all of the experiences the questions ask about. Instead, just mark whatever answer describes you best.

Circle: 1 = if you do it almost never, which means about 5% of the time or less.

2 = if you do it sometimes, which means about 25% of the time. 3 = if you do if half the time, which means about 50% of the time. 4 = if you do it usually, which means about 75% of the time.

5 = if you do it almost always, which means about 95% of the time or more.

DNA = if the question does not apply to you.

When things you’ve done turn out poorly, how often do you take responsibility for your behavior and its consequences?
When things you’ve done turn out poorly, how often do you blame others?
When you are faced with a decision, how often do you take responsibility for making a decision about it?
When you have to make a decision, how often do you think hard about the consequences of each possible choice?
When you have to make a decision, how often do you get as much information as you can before making the decision?
When you have to make a decision, how often do you first discuss it with others?
When you have to make a decision about your sexual behavior (for example, going out on a date, holding hands, kissing, petting, or having sex), how often do you take responsibility for the consequences?
When you have to make a decision about your sexual behavior, how often do you think hard about the consequences of each possible choice?
When you have to make a decision about your sexual behavior, how often do you first get as much information as you can?
When you have to make a decision about your sexual behavior, how often do you first discuss it with others?
When you have to make a decision about your sexual behavior, how often do you make it on the spot without worrying about the consequences?
When a friend wants to talk with you, how often are you able to clear your mind and really listen to what your friend has to say?
When a friend is talking with you, how often do you ask questions if you don’t understand what your friend in saying?
When a friend is talking with you, how often do you nod your head and say “yes” or something else to show that you are inter- ested?
When you want to talk with a friend, how often are you able to get your friend to really listen to you?
When you talk with a friend, how often do you ask for your friend’s reaction to what you’ve said?
When you talk with a friend, how often do you let your feelings show?
When you are with a friend you care about, how often do you let that friend know you care?
When you talk with a friend, how often do you include statements like “my feelings are . . .,” “the way I think is . . .,” or “it seems to me”?
When you are alone with a date or boy/girlfriend, how often can you tell him/her your feelings about what you want to do and do not want to do sexually? (If you are a boy, boy/girlfriend means girlfriend; if you are a girl, it means boyfriend.)
If a boy/girl puts pressure on you to be involved sexually and you don’t want to be involved, how often do you say “no”? (If you are a boy, boy/girl means girl; if you are a girl, it means boy.)
If a boy/girl puts pressure on you to be involved sexually and you don’t want to be involved, how often do you succeed in stopping it?
If you have sexual intercourse with your boy/girlfriend, how often can you talk with him/her about birth control?
If you have sexual intercourse and want to use birth control, how often do you insist on using birth control?

Part 2

In this section, we want to know how uncomfortable you are doing different things. Being “uncomfortable” means that it is difficult for you and it makes you nervous and uptight. For each item, circle the number that describes you best, but if the item doesn’t apply to you, circle DNA.

Circle: 1 = if you are comfortable.

2 = if you are a little uncomfortable.

3 = If you are somewhat uncomfortable. 4 = If you are very uncomfortable.

DNA = if the question does not apply to you.

Getting together with a group of friends of the opposite sex.
Going to a party.
Talking with teenagers of the opposite sex.
Going out on a date.
Talking with friends about sex.
Talking with a date or boy/girlfriend about sex. (If you are a boy, boy/girlfriend means girlfriend; if you are a girl, it means boy- friend.)
Talking with parents about sex.
Talking with friends about birth control.
Talking with a date or boy/girlfriend about birth control. (If you are a boy, boy/girlfriend means girlfriend; if you are a girl, it means boyfriend.)
Talking with parents about birth control.
Expressing concern and caring for others.
Telling a date or boy/girlfriend what you want to do and do not want to do sexually.
Saying “no” to a sexual come-on.
Having your current sex life, whatever it may be (it may be doing nothing, kissing, petting, or having intercourse). If you are not having sexual intercourse, circle DNA in the four questions below.

Part 3

Circle the correct answer to the following two questions.

43. Have you ever had sex (sexual intercourse)? yes no

44. Have you had sex (sexual intercourse) during the last month? yes no

Insisting on using some form of birth control, if you are having sex.
Buying contraceptives at a drug store, if you are having sex.
Going to a doctor or clinic for contraception, if you are having sex.
Using some form of birth control, if you are having sex.

Part 4

The following questions ask how many times you did some things during the last month. Put a number in the right hand space to show the number of times you engaged in that activity. If you did not do that during the last month, put a “0” in the space.

Think carefully about the times that you have had sex during the last month. Think also about the number of times you did not use birth control and the number of times you used different types of birth control.

Last month, how many times did you have sex (sexual intercourse)
Last month, how many times did you have sex when you or your partner did not use any form of birth control?
Last month, how many times did you have sex when you or your partner used a diaphragm, withdrawal (pulling out before releasing fluid), rhythm (not having sex on fertile days), or foam without condoms?
Last month, how many times did you have sex when you or your partner used the pill, condoms (rubbers), or an IUD?
times in the last month
If you add your answer to questions #46, #47, and #48, the total number should equal your answer to #45. (If it does not, please cor- rect your answers.)
During the last month, how many times have you had a conversation or discussion about sex with your parents?
During the last month, how many times have you had a conversation or discussion about sex with your friends?
During the last month, how many times have you had a conversation or discussion about sex with a date or boy/girlfriend? (If you are a boy, boy/girlfriend means girlfriend; if you are a girl, it means boyfriend.)
During the last month, how many times have you had a conversation or discussion about birth control with your parents?
During the last month, how many times have you had a conversation or discussion about birth control with your friends?
During the last month, how many times have you had a conversation or discussion about birth control with a date or boy/girlfriend?

times in the last month

Thank you for completing this questionnaire.

aThe five response options are repeated following Items 25–42.

aThe six response options are repeated following Items 1–24.

Authors

Author ORCID Identifier: N/A

Affiliation Email addresses: [email protected]

Correspondence Address: Douglas Kirby, ETR Associates, P. O. Box 1830, Santa Cruz, CA 95061–1830

Cite this article

APAMLACHICAGOHARVARDIEEEAMA

Mohammed looti (2025). Mathtech Questionnaires: Sexuality Questionnaires for Adolescents. Psychological Scales & Instruments Database. Retrieved from https://db.arabpsychology.com/scales/mathtech-questionnaires-sexuality-questionnaires-for-adolescents/

Mohammed looti. "Mathtech Questionnaires: Sexuality Questionnaires for Adolescents." Psychological Scales & Instruments Database, 22 Oct. 2025, https://db.arabpsychology.com/scales/mathtech-questionnaires-sexuality-questionnaires-for-adolescents/.

Mohammed looti. "Mathtech Questionnaires: Sexuality Questionnaires for Adolescents." Psychological Scales & Instruments Database, 2025. https://db.arabpsychology.com/scales/mathtech-questionnaires-sexuality-questionnaires-for-adolescents/.

Mohammed looti (2025) 'Mathtech Questionnaires: Sexuality Questionnaires for Adolescents', Psychological Scales & Instruments Database. Available at: https://db.arabpsychology.com/scales/mathtech-questionnaires-sexuality-questionnaires-for-adolescents/.

[1] Mohammed looti, "Mathtech Questionnaires: Sexuality Questionnaires for Adolescents," Psychological Scales & Instruments Database, vol. X, no. Y, ص Z-Z, October, 2025.

Mohammed looti. Mathtech Questionnaires: Sexuality Questionnaires for Adolescents. Psychological Scales & Instruments Database. 2025;vol(issue):pages.