🏫🧒 A 48-item questionnaire was administered to 699 schoolchildren as part of a study aimed at children aged 8 to 11. The analyses resulted in a 29-item version assessing three dimensions: health-related motivation, screen usage behaviours, and knowledge on various health topics
📊 Motivation, screens, knowledge: three dimensions, and a French version of the questionnaire made available by the authors.
Source:
1️⃣ SUMMARY
The authors present the school as a privileged framework for primary prevention before adolescence. The study is part of a project aimed at evaluating the effectiveness of the "prevention school diary" of The League Against Cancer. The questionnaire was constructed in three phases. A first version of 83 items was developed based on eight themes of prevention and health promotion, organised into seven sections — sleep and screens being combined — and structured according to the COM-B model. The review by prevention officers from six committees of the League led to a version of 53 items. A pre-test with 77 students, in April 2024, allowed it to be reduced to 48 items. This version was administered from 3 June to 8 November 2024 to 699 children from 61 classes, in 30 schools across six departments of Île-de-France, of which seven schools are in REP. After item reduction and exploratory factor analysis, the authors retained 29 items distributed across three dimensions.
2️⃣ WHAT TO REMEMBER
1️⃣ A questionnaire of 29 items in three dimensions (result). Health-related motivation (15 items), screen usage behaviours (7 items), knowledge on six health themes (7 items) (p. 2, 6). Average scores: 9.2 out of 15, 4.2 out of 7, 2.7 out of 7; average total score 16.1 (p. 6).
2️⃣ An unequal reliability depending on the dimensions (result). Cronbach's Alpha: 0.77 for the overall, 0.75 (motivation), 0.71 (screens), 0.55 (knowledge), with a threshold set at 0.7 (p. 4, 6-7). No confirmatory factor analysis was conducted, due to the lack of an independent sample planned (p. 4, 8).
3️⃣ Scores that vary according to the context (result, statistical associations). Higher scores among girls; total scores, screens and knowledge lower in schools in REP or with a lower social position index; knowledge lower when the number of children in the household increases (p. 7). These variations were hypotheses posed to test the validity of the tool (p. 4).
3️⃣ TO ACT
1️⃣ Existing tool cited. The complete questionnaire in French, with the instructions given to the children, is in the supplementary file 3; the 29 selected items and the scoring rules, in French and English, are in the supplementary file 4 (p. 7, 9). These files were not consulted for this sheet.
2️⃣ Existing tool cited. The scoring calculation rules are described in the article: Likert-type responses recoded (“strongly agree” = 1, “somewhat agree” = 0.5, other responses and “I don’t know” = 0), true/false questions at 1 or 0, total score equal to the sum of the dimensions (p. 4). Response labels translated from English by Pratiques en Santé.
3️⃣ Action explicitly requested by the document, under condition. Pour un usage dans une autre langue ou un autre contexte culturel, une traduction formelle et une validation transculturelle sont nécessaires ; la version anglaise est une traduction littérale non adaptée (p. 7, 8). Suggestion Pratiques en Santé : vérifier les conditions d'utilisation des fichiers complémentaires, l'article étant sous licence CC BY-NC-ND 4.0 (p. 1).
4️⃣ 3 QUESTIONS PRATIQUES
1️⃣ Combien de temps faut-il pour remplir le questionnaire ?
Au pré-test, la version de 53 items a été remplie en 20 ± 5 minutes en moyenne (p. 3). Le document ne précise pas la durée de passation de la version finale de 29 items.
2️⃣ Comment les enfants l'ont-ils accueilli ?
633 enfants ont répondu à la question ouverte sur leur avis. Les mots les plus cités sont « bien », « intéressant », « aimer » et « facile » ; quelques enfants l'ont trouvé « difficile » ou « inhabituel » (p. 7). Mots traduits de l'anglais par Pratiques en Santé.
3️⃣ Le questionnaire mesure-t-il l'environnement de l'enfant (les « opportunités » du modèle COM-B) ?
Pas sous la forme d’une dimension spécifique consacrée aux « opportunités » du modèle COM-B. Cette composante n’a pas émergé de l’analyse factorielle. Les auteurs évoquent un nombre initial d’items peut-être insuffisant et la difficulté d’évaluer, au niveau individuel, des possibilités d’agir qui dépendent aussi de l’environnement familial et scolaire. L’étude prend néanmoins en compte certains éléments de contexte, notamment le classement en REP et l’indice de position sociale des écoles ; ceux-ci ne constituent pas une dimension du score de littératie.
5️⃣ POUR ALLER PLUS LOIN
1️⃣ Blog Pratiques en Santé — LITERACY : Literacy in health: from individual competence to the responsibility of organisations
2️⃣ External source — Newsletter "Health Promoting School" no. 16, 4th quarter 2025 (DGESCO, Ministry of National Education). Presents the research-intervention ALLIANCE system, which aims to strengthen psychosocial skills and health literacy of primary school students (p. 2 of the newsletter), and a summary from Public Health France on the screen exposure of 3-11 year olds (p. 7 of the newsletter).
https://eduscol.education.gouv.fr/sites/default/files/document/infolettre-epsa-t4-2025pdf-122423.pdf
Link open and verified on 5 November 2026.
6️⃣ #️⃣ HASHTAGS
#healthpractices #HealthLiteracy #HealthPromotion #HealthPromotingSchool #SchoolHealth #Psychometry #COMB #Screens
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