|Attributes of the mental health literacy||Attributes of the postpartum depression literacy||Development rationale||Number of items|
|the ability to recognize mental health disorders||The ability to recognize postpartum depression||Items were adapted based on:|
- The Depression Literacy Questionnaire (D-Lit)  (e.g., sleeping too much or too little may be a sign of depression, eating too much or losing interest in food may be a sign of depression, depression affects person’s memory and concentration and people with depression often hear voices that are not there),
- The Mental Health Literacy questionnaire (MHLq) in young people  (e.g., one of the symptoms of depression is the loss of interest or pleasure in most things),
- The Vignette Interview developed by Jorm in 2010  and
- An item based on Diagnostic and Statistical Manual of Mental Disorders V TR criteria in 2013  (e.g., symptoms and signs of postpartum depression last for a period of at least 2 weeks).
|Knowledge and beliefs about risk factors and causes||Knowledge of risk factors and causes||Items were adapted or generated based on:|
-The MacArthur Mental Health Module  (e.g., in your opinion, how likely is it that NAME’s situation might be caused by a genetic or inherited problem?, in your opinion, how likely is it that NAME’s situation might be caused by stressful circumstances in his/her life? and in your opinion, how likely is it that NAME’s situation might be caused by bad character?),
- The work of Thorsteinsson et al. in 2014  (e.g., hormonal changes, lack of social support, financial problems and obstetric factors),
- The qualitative study of Ugarriza in 2002  (e.g., difficult or unsuccessful breastfeeding and inability to have a vaginal delivery) and -The study of Robertson et al. in 2004  (e.g., a previous history of depression).
|knowledge and beliefs regarding self-help strategies||Knowledge and beliefs of self-care activities||Items included knowledge and beliefs of common strategies typically recommended such as physical activity, good sleep and having a balanced diet. Items were adapted or generated based on:|
- The qualitative study of Guy et al. in 2014  (e.g., getting out of the house, seeking employment, allowing emotions out through activities like crying and going to church),
-The work of Thorsteinsson et al. in 2014  (e.g., childcare),
- The qualitative study of Abrams et al. in 2009  (e.g., religious practices, prayer and physical exercise),
-The work of Letourneau et al. in 2007  and Ugarriza in 2002  (e.g., infant care and household chores from intimate partners, trusted family members, and friends), and
- The Mental Health Literacy questionnaire (MHLq) in young people  (e.g., good sleep helps to improve mental health, having a balanced diet helps to improve mental health).
|knowledge and beliefs of professional help and treatment options||Knowledge and beliefs about professional help available||Items included knowledge and beliefs of mental health professionals and the services they provide. Items were included or adapted based on:|
- The Depression Literacy Questionnaire (D-Lit)  (e.g., clinical psychologists can prescribe antidepressants, most people with depression need to be hospitalized, people with depression should stop taking antidepressants as soon as they feel better and antidepressants are addictive).
- The scale of attitudes toward seeking psychological help  (e.g., although there are clinics for people with mental troubles, I would not have much faith in them and a person with an emotional problem is not likely to solve it alone, he is likely to solve it with professional help),
- The Mental Health Knowledge Schedule (MAKS)  [e.g., psychotherapy (for example, talking therapy or counselling) can be an effective treatment for people with mental health problems],
- The study of Angermeyer et al. in 1993  (e.g., If taken for long, these drugs cause irreversible brain damage), and
-The mental health literacy scale (MHLS)  (e.g., I believe treatment for a mental illness, provided by a mental health professional, would not be effective).
|Attitudes which promote recognition and appropriate help-seeking||Attitudes which facilitate recognition of postpartum depression and appropriate help-seeking||Items included attitudes that impact on recognition of postpartum depression and willingness to engage in help-seeking behavior. Items were adapted or included based on:|
- The mental health literacy scale (MHLS)  (e.g., people with a mental illness could snap out of it if they wanted, a mental illness is a sign of personal weakness, It is best to avoid people with a mental illness so that you don’t develop this problem, If I had a mental illness I would not tell anyone, If I had a mental illness, I would not seek help from a mental health professional and seeing a mental health professional means you are not strong enough to manage your own difficulties),
- The Barriers Scale  (e.g., be afraid of what my family and/or friends might think of me for attending psychology and/or psychiatry appointments),
- The study of Mcluckie et al. in 2014  (e.g., Most people who have a mental illness are dangerous and violent),
- The scale of attitudes toward seeking psychological help  (e.g., I would rather live with certain mental conflicts than go through the ordeal of getting psychiatric treatment and emotional difficulties, like many things, tend to work out by themselves) and
- The study of Abrams et al. in 2009  (e.g., good mothers don’t get depressed, People tell me this is normal and PPD means you’re crazy).
|Knowledge of how to seek mental health information||Knowledge of how to seek information related to postpartum depression||Items were adapted based on:|
- The mental health literacy scale (MHLS)  [e.g., I am confident that I know where to seek information about mental illness, I am confident using the computer or telephone to seek information about mental illness and I am confident I have access to resources (e.g., GP, internet, friends) that I can use to seek information about mental illness],
- The health literacy measure for adolescents (HELMA)  (e.g., I am able to ask others about health information that I need).
- Items were also included appraisal of information and generated by authors (e.g., I can appraise the accuracy of information about postpartum depression on the radio and television, I can appraise the accuracy of information about postpartum depression on the Internet and I can appraise the accuracy of advices about postpartum depression which given me by friends and family members).