Table 1.

Confirmatory Factor Analysis (CFA) Results and Inter-item Correlations of Youth and Adult Subscales with Two or More Items

Subscale	# items in final scale	Items (baseline wording)	Inter-item correlations	Factor loadings (rotated, or unrotated if only 1 factor)
Youth subscales:
Mediators matched pre- and post- test
Self-efficacy for health and advocacy behaviors	3	- I am sure that I can tell my friends to eat healthy. - I am sure that I can tell my friends to be physically active. - I am confident that I can work to make my school or community a better place for being physically active and eating healthy.	1.0, .704, .704 α = .68	.840 .801 .390
Perceived sociopolitical control (resulted in two factors)
Active participation	2	- I like to wait and see if someone else is going to solve a problem. (reverse coded) - I find it very hard to talk in front of a group. (reverse coded)	1.0	.787 .755
Optimism for change	2	- If I tell someone “in charge”, like a leader, about my opinions, they will listen to me. - I enjoy participation because I want to have as much say as possible in my school or community.	.311	.834 .763
Peer support for healthy behaviors (after revision)	2	- How many of your five closest friends are physically active at least 5 days a week? - How many of your five closest friends eat at least 5 servings of fruits and vegetables a day?	.491	.820 .822
Advocacy outcome efficacy	2	- This project can make a difference in making our school or community a better place for being physically active and eating healthy. - This group can influence how people feel about nutrition or physical activity.	.765	.828 .828
Assertiveness (after revision)	3	- I can talk with adults about issues I believe in. - I can ask others to help work on making our school or community healthier. - I can start discussions with others about how to change our school or community to make it healthier.	.474, .524, .678 α = .79	.867 .770 .601
Participatory competence and decision-making	2	- If I have a problem when working towards a goal, I usually do not give up. - I can influence the decisions my group makes.	.268	.796 .796
Post-test only
Pride in group work	2	- I am proud of the work our group did. - Our work was worth the time and effort we put into it.	.818	.953 .953
Group outcome efficacy	2	- This group can influence how adults in the community feel about nutrition and physical activity. - This group can influence how people my age, who are not in this group, feel about nutrition and physical activity.	.638	.905 .905
Follow-up group resiliency	2	- This group does not give up during tough times. - If this group failed to accomplish one of our goals, we kept trying to find a way to reach it.	.317	.811 .811
Intervention processes post-test only
Roles and participation: Likert	2	- When I attended meetings, I took part in the discussions. - I took responsibility for things that the group needs to have done.	.389	.836 .836
Opportunities for control in group work	2	- This group allowed me to have a say in planning events or activities. - This group had specific leadership roles for youth.	.481	.860 .860
Group cohesion (after revision)	2	- Members of our group do not spend time together outside of meetings or events. (reverse coded) - I’m unhappy with my group’s level of commitment to its goals for creating healthier communities. (reverse coded)	.202	.775 .775
Coordinator/leader characteristics	3	- Our leader(s) provided help whenever we needed it. - Our leader(s) did not force his or her ideas and opinions on the group. - Our leader(s) let us work through our disagreements to decide what was best for the group.	.253, .317, .424 α = .56	.703 .789 .819
Proximal outcomes matched pre- and post- test
Health advocacy history	2	- In the last year, how many times have you tried to tell other students, your family, or friends to think more about eating healthy or being physically active - In the last year, how many times have you tried to tell school leaders, people in your community, or politicians to be more interested in making your school or community a better place for being physically active and eating healthy.	.335	.817 .817
Meeting physical activity recommendations	2	- Over the past seven days, how many days were you physically active for at least 60 min per day? - Over a typical week, on how many days are you physically active for at least 60 min per day?	.717	.927 .927
Sports and active transport (resulted in two factors)
Sports/Enjoyment of physical activity	2	- Not counting PE classes, how many days per week do you play or practice a team sport, or take a physical activity class? - I enjoy physical activity.	.036	.669 .739
Active transport	2	- In a typical week, how many days do you walk or bike TO school? - In a typical week, how many days do you walk or bike FROM school?	.765	.938 .940
Servings of fruits and vegetables	2	- In a typical day, how many servings of fruit do you eat? - In a typical day, how many servings of vegetables do you eat?	.434	.847 .847
Intent to remain involved	2	- I plan to continue to work for change in my school or community after this project is over. - If I had a chance to join a similar group in the future, I would do it.	.562	.884 .884
Post-test only
Group advocacy (Only if group met with a decision-maker; n = 86)
Group advocacy (after revision)	6	- The decision-maker(s) listened carefully to our group. - The decision-maker(s) seemed to understand what we were asking for. - The decision-maker(s) seemed to learn something new from what we were saying. - The decision-maker(s) would have listened to us more if we were adults instead of youth. - The decision-maker(s) were impressed by our group’s work. - The decision-maker(s) are going to make some changes based on the information from our group.	.424 to .838 α = .47	.157 to .717
Personal advocacy activities since starting YEAH!	2	- Since I started this project, I have talked to my parents or family members about changes needed to make my school or community a better place for being physically active and eating healthy. - Since I started this project, I have talked to my friends about changes needed to make my school or community a better place for being physically active and eating healthy.	.620	.920 .920
Adult post-test
Group efficacy (leader perspective)	8	How would you rate the success…on the youth? - Building leadership skills - Increasing their knowledge of physical activity and healthy environments - Increasing their knowledge of healthy eating - Increasing their knowledge about the role of policy and environment in supporting healthy eating and physical activity - Building advocacy skills among the youth - Engaging the youth in their communities/neighborhoods - Building self-efficacy among the youth - Educating decision-makers	.099 to .700 α = .82	.431 to .872
Group cohesion and participation (after revision)	3	- Attendance by group members was consistent and strong. - All group members participated enthusiastically. - A few leaders emerged among youth members. - Decision-making was primarily driven by adult leaders. - The youth in the group did not know each other before joining the group.	.295, .348, .701 α = .72	.619 .787 .892

Note: Strikethrough items are those that were dropped during factor analysis