“…When comparing the MOHLAA-Q with the self-reported instruments developed for adolescents (aged [12][13][14][15][16][17][18][19] in other languages, we found instruments with similar complex structures (at least three-dimensional), e.g., the Health Literacy Measure for Adolescents (HELMA; 44 items), which is divided into eight factors (access, reading, understanding, appraisal, use, communication, self-efficacy, and numeracy) [70]; the Multidimensional Measure of Adolescents Health Literacy (22 items), which has five dimensions (interaction with the health care system, rights and responsibilities, preventive care, information seeking, and patient-provider encounter [71]; and the Health Literacy Assessment Scale for Adolescents (HAS-A; 15 items), which has three dimensions (communication about health information, confusion about health information and understanding health information) [87]. 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].…”