Skip to main content

Table 3 Items with the highest factor validity within indirect and direct measures

From: Use of the Theory of Planned Behaviour to assess factors influencing the identification of students at clinical high-risk for psychosis in 16+ Education

Direct Measures

Item

Scoring

Factor Validity

Attitude

If I were to identify students at risk of developing psychosis at school or college, it would be Inappropriate/appropriate (for my role)

+1 - +7

r = 0.76

Subjective Norm

It is not expected of me that I identify at risk of developing psychosis at school or college Strongly Agree/Disagree

+1 - +7

r = 0.90

Perceived Behavioural Control

I am confident that I could identify students at risk of developing psychosis at school or college if I wanted to Strongly Agree/Disagree

+1 - +7

r = 0.89

Indirect Measures

Item

Scoring

Factor Validity

Attitude Belief components:

Behavioural beliefs

X

If I were to identify students at risk of developing psychosis at school or college it would increase awareness and understanding of mental health issues Strongly Agree/Disagree

+1 - +7

r = 0.90

Outcome evaluation

Increasing awareness and understanding of mental health issues at school or college is Unimportant/Important

−3 - +3

Subjective Norm Belief components:

Normative beliefs

X

The senior management team within my school thinks I should identify students at risk of developing psychosis at school or college Strongly Agree/Disagree

−3 - +3

r = 0.97

Motivation to comply

How much do you care what the senior management team within your school thinks you should do? Not at all/Very much

+1 - +7

Perceived Behavioural Control Belief components:

Control beliefs

X

I have knowledge of a student’s mental health history at school or college Rarely/Frequently

+1 - +7

r = 0.76

Influence of control

Knowledge of my student’s mental health history would make identifying a identify student at risk of developing psychosis at school or college Difficult/Easier

−3 - +3