Table 5.

Characteristics of the studies that were fully guided by theory.

Author, Year	n	Theory Guided Intervention
Mahdizadeh et al., 2013 [15]	82	Rationale: Social cognitive theory is used to explain and hypothises mechanism of patients’ physical activity Intervention: Self-regulation, self-efficiency, and strategies to strengthen social support to promote physical activity are stressed. Theoretical and interactive educational brainstorming methods are used in seven group sessions. To amplify learning, multiple educational materials are used. Patients self-monitor and report aims, planning and evaluating their behavior to control their diabetes and weight. Outcomes: Task efficacy, barrier efficacy, modelling, social support, outcome expectations, goal setting, action planning, physical activity. Discussion: Findings are discussed in relation to the theoretical constructs.
Olson et al., 2015 [16]	116	Rationale: Core constructs of social cognitive theory—self-efficacy and self-regulation—are used to hypothesise increased physical activity. Intervention: Four interactive group workshops included specific activities (such as problem-solving, goal setting, and self-monitoring) to target physical-activity-related self-efficacy and self-regulation. Outcomes: Physical activity, self-efficacy, self-regulation. Discussion: Findings are discussed in relation to the theoretical constructs of self-efficacy and self-regulation.
Shi et al., 2010 [17]	157	Rationale: The construct of social cognitive theory—self-efficacy—is used to predict self-management behavior and positively influence long-term glycaemic control. Intervention: Four small group interactive education classes based on health educational strategies and self-efficacy are held to change patients’ health behavior. Audio-visual and written materials, small-group discussions, and role models in self-management are used to enhance self-efficacy. Outcomes: self-efficacy, glycaemic control behaviors. Discussion: Results are explained from the theoretical constructs of self-efficacy.
Thoolen et al., 2009 [18]	180	Rationale: Maintenance of behavioural change is discussed from different theoretical perspectives. The study hypothesizes that proactive coping enhances patients’ self-care maintenance. Intervention: Two individual and four group sessions are held to educate, share their beliefs, emotions and experiences. In a proactive 5-step plan, patients are taught to set goals, plan actions, and evaluate their progress. Patients are asked to act on their plan, rehearse the desired behavior, and self-monitor their goal attainment. Outcomes: Intentions, self-efficacy, proactive coping, self-care behaviors. Discussion: The effectiveness of the proactive intervention is explained and discussed from the constructs of proactive coping.
Wu et al., 2011 [19]	145	Rationale: The construct of the social cognitive theory—self-efficacy—is used to hypothesise increase of patients’ perception of their diabetes control and apply more effective self-management strategies. Intervention: Prior to four counselling group sessions with telephone follow-up, patients watch a DVD and receive an educational booklet. The group sessions include self-efficacy-enhancing skills, self-goal setting, peer support, and role modelling. Outcomes: Self-efficacy, self-care activities. Discussion: The effectiveness of the intervention is discussed from the constructs of self-efficacy.
Ruijiwatthanakorn et al., 2011 [20]	96	Rationale: The effectiveness of self-management interventions is reviewed, described, and hypothesized from Orem’s self-care theory and cognitive-behavioral therapy (CBT). Intervention: Three small-group education sessions include two parts: 1. Orem: motivation to engage in self-care action; 2. CBT: cognitive restructuring related to knowledge about hypertension and self-care action. Sessions target misunderstandings about hypertension and self-care experiences, through lectures, discussions, demonstrations, and written materials. Problem-solving, communication, goal setting, and action planning are included in the sessions. Outcomes: Blood pressure, mental status, knowledge of self-care demands, self-care ability. Discussion: The effectiveness of the intervention is discussed from the constructs of both Orem’s self-care theory and CBT.
Vibulchai et al., 2016 [21]	66	Rationale: The social cognitive theory and its construct self-efficacy is used to to underpin a cardiac rehabilitation intervention involving self-efficacy enhancement. Intervention: Three individual education sessions and three telephone sessions are held to enhance self-efficacy for independent exercise and activities of daily living. Sessions include self-efficacy sources (i.e., enactive mastery experience, vicarious experience, verbal persuasion, and physiological and emotional states) and collaboration with a family member. Outcomes: Functional status, self-efficacy. Discussion: The effectiveness of enhancing self-efficacy is discussed from the theoretical constructs.
Steuren-Stey et al., 2015 [22]	61	Rationale: A construct based on the social cognitive theory—self-efficacy—is used to hypothesize improved patients’ self-management. Intervention: Group training using the Zurich Resource Model (ZRM®; Zurich, Germany) focusing on self-aspects to increase resources, self-efficacy in daily life, and body awareness. The ZRM includes five sequential and individual phases leading towards systematic goal-realizing actions: 1. activation of personal resources; 2. goal setting; 3. identification of individual resources; 4. action; 5. transfer into daily life. Outcomes: Adherence to self-monitoring, adherence to the action plan, self-efficacy, self-regulation. Discussion: The effectiveness of the ZRM is explained and discussed from the constructs of the social cognitive theory.