Table of Contents
Attention Seeking Behaviour Questionnaire
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About Scale Name
Scale Name
Attention Seeking Behaviour Questionnaire
Author Details
Robert Crake 2002
Translation Availability
Not Sure
Background/Description
Attention-seeking behavior is any behavior that is intended to get the attention of others. It can be seen in people of all ages, but it is more common in children and adolescents. There are many different types of attention-seeking behavior, including:
- Fishing for compliments. This involves constantly seeking out positive feedback from others. People who fish for compliments may constantly ask others how they look, what they think of their work, or if they are doing a good job.
- Being disruptive. This involves engaging in behaviors that are intended to get attention, even if they are negative. People who are disruptive may talk out of turn, make inappropriate jokes, or start fights.
- Exaggerating or embellishing stories. This involves telling stories that are more exciting or dramatic than they actually are. People who exaggerate or embellish stories may do so in order to make themselves seem more interesting or important.
- Seeking out danger or excitement. This involves engaging in risky or dangerous behaviors in order to get attention. People who seek out danger or excitement may do so because they feel like they need to be the center of attention, or because they crave the adrenaline rush that comes with taking risks.
There are many different reasons why people engage in attention-seeking behavior. Some people do it because they have low self-esteem and need constant reassurance from others. Others do it because they are seeking validation or admiration. Still others do it because they are bored or lonely and crave stimulation.
Administration, Scoring and Interpretation
Explanation of the purpose of the scale: Once the appropriate scale has been selected, it is important to explain the purpose of the scale to the participant. This includes providing information about the construct being measured, how the scale will be used, and the confidentiality of the responses.
Instructions for completing the scale: Clear instructions should be provided to the participant on how to complete the scale. This includes information on how to mark responses and how to skip items if necessary.
Time limit: A time limit should be set for completing the scale. This helps to ensure that participants do not spend too much time on any one item.
Follow-up: After completion of the scale, it may be helpful to follow up with the participant to answer any questions they may have and to clarify any ambiguous responses.
Scoring: Finally, the responses on the scale need to be scored. This may involve assigning numerical values to each response or using a computer program to score the responses automatically.
Reliability and Validity
N/A
Available Versions
12-Items
Reference
N/A
Important Link
Scale File:
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