Table 1 Examples of quantitative questionnaire items development based on quotes from qualitative data analysis
Themes, codes, and quotations from qualitative study | Scales, variables, and items from quantitative study |
|---|---|
Theme: Perceived risks and severity of their students鈥� alcohol consumption Codes: Risk perception Quotes: 1. 鈥溾�vidently, it is not the majority of the students, but it continues to be a serious problem due to its consequences on the body and for鈥� for everything related, right? Relations, aspects hmm, more typical of personality and others, well, it still affects鈥︹�� 2. 鈥溾�t is a consumption that is not regular, at least among the youngest. They are not students who usually drink alcohol. So, throughout the week, for example, on the weekends, a Friday, or a Saturday, at any given moment, alcohol consumption can occur, right? When binge drinking can also take place, right?鈥� 3. 鈥淭hey do not only consume one substance. It is always polysubstance use. One consumes alcohol, tobacco, hookah, joints. This leads, depending on certain variables, to the consumption of other things, resulting in other consequences. Hmm, for instance, a car accident and those things.鈥� 4. 鈥溾�ook, I think that鈥� that there are generations that are going to end up addicted to alcohol. In fact, they are already addicted to alcohol鈥︹�� | Scale: Awareness factor Variable: Risk Perception and Perceived Severity Questionnaire items: 1. How likely are your students to have health problems due to alcohol consumption? /How is alcohol consumption likely to impair the socio-emotional stability of your students? 2. How likely are your students to drink excessively on weekends? 3. How likely is it that your students' alcohol consumption leads to the abuse of other substances such as marijuana, hookah, and tobacco? 4. How likely is it that your students will develop a dependency on alcohol due to their current consumption? |
Theme: Perceived personal relevance and role responsibility regarding students receiving Alerta Alcohol intervention Codes: Personal relevance Quotes: 1. 鈥溾� didn鈥檛 see it, that alcohol was the biggest addiction they [students] had鈥t doesn鈥檛 happen anymore. We did see much more; hmm, I saw that they were like much more hooked on mobile and hookas.鈥� 2. 鈥溾�here are times when I have to argue with them [teachers] because they don't do it, right? And if they are late in the鈥� in the agenda of what they need to teach, they don't give the tutoring material; they give History, Mathematics, or whatever. In other words, let's say that I am the one who has to argue with them and tell them how important it is and so on鈥︹�� | Scale: Motivation factor Variable: Personal relevance Questionnaire items: 1. Reducing alcohol consumption in adolescents is just as important as other addictive substances 2. I consider that promoting the health of adolescents is part of the school鈥檚 role |
Theme: Perceived advantages of using Alerta Alcohol in the school Codes: Attitudes-advantages Quotes: 1. 鈥溾�tudents need to be working on it and get hooked鈥� For instance, using electronic devices on a website is very attractive and incentivizes them.鈥� 2. 鈥淭he advantage that I find is that if some students are really aware of being careful and that they must slow down when having social gatherings 鈥� it would have been worth it. In other words, many are unaware of how many glasses they have consumed or think, well, this is already a lot! And if they really change their behavior because of this program, then it was worth the effort.鈥� | Scale: Motivation factor Variable: Attitudes-advantages Questionnaire items: 1. Use the Alerta Alcohol program is more attractive for adolescents compared to a traditional health prevention program 2. Use the Alerta Alcohol program generates beneficial changes in the behavior of students |
Theme: Factors hindering and facilitating the adoption of the intervention in their schools Codes: Self-efficacy Quotes: 1. 鈥溾� asked them how they were doing, and they told me they had to start again and re-enter a new code and another password 鈥� maybe because of our internal connection. Let鈥檚 say technical issues that either disconnected them or demotivated them.鈥� 2. 鈥溾�e must consider that when developing it at a school鈥or example, if there is someone who can help the teachers in the first sessions, training them in that sense, right? This doesn鈥檛 mean they need great and long capacitation鈥︹�� 3. 鈥溾�ut many times, for example, the lack of time that many teachers have, well, it does not allow doing it, right?鈥� | Scale: Motivation factor Variable: Self-efficacy Questionnaire items: 1. Using Alerta Alcohol is (very easy-very difficult) when technical failures occur when implementing it 2. Using Alerta Alcohol is (very easy-very difficult) when having constant communication with the creative team of Alerta Alcohol 3. Using Alerta Alcohol is (very easy-very difficult) when I have the time to incorporate it |