Recommendations for Measurement of Child Health Literacy: A Pragmatic Approach

Lane, Hannah; Aldoory, Linda

doi:10.3928/24748307-20190521-01

Cited by 10 publications

(18 citation statements)

References 22 publications

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“…Second, we conducted confirmatory factor analysis (CFA) with the remaining items to examine the construct validity, more specifically, the structural validity of the single scales and the overall instrument consisting of scales A, B, and C. Scale D was specified in our conceptual framework as a single health literacy component operationalized as a formative measurement model [57]. In line with the finding of Schmidt et al [25] and theoretical considerations about disentangling health knowledge from health literacy [58], we hypothesized a weak association of scale D with the other health literacy components.…”

Section: Psychometric Analysesmentioning

confidence: 99%

“…Interestingly, only one instrument, namely, the Health Literacy for School-Aged Children (HLSAC; 10 items), showed acceptable fit of a single-factor model, although the HLSAC was constructed based on five theoretical components (theoretical knowledge, practical knowledge, critical thinking, self-awareness, and citizenship) [71]. Similar to the majority of the considered instruments, the MOHLAA-Q takes into account the dimension of skills for communication and interaction with interpersonal sources, which are of great importance in this phase of life [57,79].…”

Section: Structural Validitymentioning

confidence: 99%

“…Due to the multidimensionality and complexity of the generic health literacy construct, operationalization of the construct requires the consideration of multiple scales that cover single dimensions of health literacy. As a result, the instrument, i.e., the MOHLAA-Q, becomes long, which does not adhere to the pragmatic recommendations for the measurement of health literacy in this age group [57]. The multidimensionality of the MOHLAA-Q also raises the question of whether an overall index that is a sum score or a mean score for the health literacy dimensions would be an accurate indicator of generic health literacy if no single common factor is found (no unidimensionality).…”

Section: Structural Validitymentioning

confidence: 99%

“…In summary, our study highlights different challenges of operationalizing and measuring the broad concept of health literacy in adolescents. Referring to the latest established recommendations for the development and validation of pragmatic health literacy measures [19,57], we successfully drew on the current research in this age group and assessed the content validity of the instrument with health literacy experts. The items aim to capture characteristics of this period of life by asking about health risks and consequences of risky behavior (cf.…”

Section: Strengths and Limitationsmentioning

confidence: 99%

“…However, to ensure that our tool meets other criteria (e.g., that it is "actionable", "broadly applicable", "useful across settings", etc.) [57], an ongoing development process is required. The current version of the MOHLAA-Q was applied in an additional online survey in 2019 in a representative Germany-wide sample (n ≈ 1200).…”

Section: Strengths and Limitationsmentioning

confidence: 99%

See 4 more Smart Citations

Development and Psychometric Properties of a Questionnaire Assessing Self-Reported Generic Health Literacy in Adolescence

Domańska

Bollweg

Loer

et al. 2020

IJERPH

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Health literacy is a promising approach to promoting health and preventing disease among children and adolescents. Promoting health literacy in early stages of life could contribute to reducing health inequalities. However, it is difficult to identify concrete needs for action as there are few age-adjusted measures to assess generic health literacy in young people. Our aim was to develop a multidimensional measure of health literacy in German to assess generic health literacy among 14- to 17-year-old adolescents, namely, the “Measurement of Health Literacy Among Adolescents Questionnaire” (MOHLAA-Q). The development process included two stages. Stage 1 comprised the development and validation using a literature review, two rounds of cognitive interviews, two focus groups and two rounds of expert assessments by health literacy experts. Stage 2 included a standard pretest (n = 625) of the questionnaire draft to examine the psychometric properties, reliability and different validity aspects. The MOHLAA-Q consists of 29 items in four scales: (A) “Dealing with health-related information (HLS-EU-Q12-adolescents-DE)”; (B) “Communication and interaction skills”, (C) “Attitudes toward one’s own health and health information”, and (D) “Health-related knowledge”. The confirmatory factor analysis indicated a multidimensional structure of the MOHLAA-Q. The internal consistency coefficients (Cronbach’s α) of the scales varied from 0.54 to 0.77. The development of the MOHLAA-Q constitutes a significant step towards the comprehensive measurement of adolescents’ health literacy. However, further research is necessary to re-examine its structural validity and to improve the internal consistency of two scales.

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Section: Psychometric Analysesmentioning

confidence: 99%