Study of validity and reliability of the 
Mental Health Literacy Scale in Turkish

Kesgin, Makbule Tokur; Pehlivan, Şenay; Uymaz, Pelin

doi:10.5455/apd.102104

Cited by 10 publications

(9 citation statements)

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“…The total possible score for MHLS ranges from 35 to 160, with higher scores indicating higher MHL levels. According to the validity and reliability studies of the scale in its original language, the Cronbach's α coefficient was 0.87, while this was 0.89 in the study Tokur Kesgin et al 12 The Cronbach's α of the MHLS was 0.71 in the present study. This scale was used to determine students' MHL levels and the level of their educational needs.…”

Section: Mhlscontrasting

confidence: 40%

“…The researchers state that the lack of MHL is one of the most important reasons for this problem. 23 The mean MHL score was 123.5 ± 15.5 in the study conducted by Gorczynski et al 9 with university students, 127.69 ± 11.82 in the study conducted by Marwood and Hearn 14 with medical students, and the mean MHLS score was 107.37 ± 15.94 in the study conducted by Tokur Kesgin et al 12 with students and individuals from different segments of the society. Although the MHL 12 (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18)(19)(20) and MHLS 90 (60-115) median scores were low in this study, the MHL median scores 12 (0-22) and 17 (10)(11)(12)(13)(14)(15)(16)(17)(18)(19)(20)(21)(22) were similar to the study conducted by Goktas et al 11 This result suggests that the rest of the students (78.2%) aside from those who stated to have no stress (21.8%) might have difficulty in managing their mental health problems.…”

Section: Discussionmentioning

confidence: 93%

“…16 The six subscales include domain 1, diagnosing diseases (items 1-8); domain 2, how to access knowledge (items [16][17][18][19]; domain 3, risk factors and their causes (items 9 and 10); domain 4, self-support/treatment interventions (items 11 and 12); domain 5, accessing professional support (items 13-15); and domain 6, attitudes that facilitate seeking appropriate support for mental health diseases and attitudes towards mental health diseases (items 20-35) (stigmatizing). Some items in the scale were reverse coded (items 10,12,15,[20][21][22][23][24][25][26][27][28]. The total possible score for MHLS ranges from 35 to 160, with higher scores indicating higher MHL levels.…”

Section: Mhlsmentioning

confidence: 99%

“…1,9,10 The most critical intervention strategy for promoting early diagnosis of and treatment for mental illnesses may be to increase individuals' MHL levels. Although the reliability and validity studies of the scales for MHL in Turkey have increased, 8,11,12 there haven't been sufficient studies about psychological distress and MHL of university students in Turkey. Therefore, the current study was designed to be a resource for further interventional research, providing data regarding students' levels of psychological distress and MHL.…”

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confidence: 99%

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Psychological distress and mental health literacy in university students

Pehlivan

Uymaz

2020

Perspect Psychiatr Care

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This study aimed to assess university students' levels of psychological distress and mental health literacy.Design and Methods: This descriptive and cross-sectional study using selfassessment instruments with 417 volunteer university students was conducted in the fall semester of the 2019-2020 academic year.Findings: More than half of the participants had diagnosable psychological distress in terms of mental illness. The participants had a low level of mental health literacy, females and people with a mental illness had higher mental health literacy scores.Practice Implications: The results indicated that the scales could be used to develop interventions to assist Turkish students' transition to healthy adulthood. Determining individuals' psychological distress allows early detection of mental problems.

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Section: Mhlscontrasting

confidence: 40%

Section: Discussionmentioning

confidence: 93%

Section: Mhlsmentioning

confidence: 99%

mentioning

confidence: 99%

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Psychological distress and mental health literacy in university students

Pehlivan

Uymaz

2020

Perspect Psychiatr Care

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“…Interestingly, both interpretations were conducted in the Farsi/Persian language. A unidimensional structure, resembling the original scale, has been proposed in Turkish, 19 South African and Zambian context. 20 Thus, the psychometric interpretation of this scale appears to be dependent on the validation procedure and the cultural/linguistic content, which suggests a rather questionable cross-cultural validity.…”

Section: Discussionmentioning

confidence: 99%

Slovenian Validation of the Mental Health Literacy Scale (S-MHLS) on the General Population: A Four-Factor Model

Krohne

Gomboc

Lavrič

et al. 2022

INQUIRY

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The aim of the present validation study is to determine the psychometric properties of the Slovenian version of the Mental Health Literacy Scale. For this purpose, the factorial structure, internal consistency, cross-cultural, convergent and discriminant validity were assessed. The measure was translated and adapted to Slovenian context through a blind back-translation process. It was applied to a representative sample of the Slovenian adult population via an online research panel. A total of 1189 participants (598 women), aged between 18 and 95 years ( M = 46.7, SD = 16.2) completed the survey. Confirmatory and exploratory factor analyses, reliability analyses, hypothesis testing, and correlational analyses were conducted. The analyses rejected a hypothesised unidimensional model and demonstrated that a four-factor model with 27 items was the most theoretically and psychometrically adequate. The Slovenian version of Mental Health Literacy Scale (S-MHLS) consists of the following factors: (1) Attitudes Towards People With Mental Health Problems, (2) General Attitudes Towards Mental Health Problems and Help-Seeking, (3) Recognition of Mental Health Disorders and (4) Knowledge About Seeking Mental Health Information. The factors have adequate construct validity and internal consistency, which is also adequate for the entire S-MHLS. However, a decreased scope of the content might result in an inadequate representation of the construct of mental health literacy. In addition, the psychometric interpretation of the MHLS varies widely in validation studies across different linguistic contexts. Therefore, we propose a further improvement of the instrument with a psychometrically and theoretically sound multifactorial structure that demonstrates strong cross-cultural validity.

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