Table 2.
Social Cognitive Theory and PRECEDE-PROCEED Constructs in the Water First Interventiona.
| Construct | Construct element | Element operationalization |
|---|---|---|
| Environment (b) | Improvements in water access at school and home to encourage consumption of water | 1. Installation of safe and appealing water sources in cafeteria, physical activity space, and high traffic area of the school 2. Provision of disposable 3. Distribution of reusable water bottles for at school and at home use |
| Situation (a) | Educate students and families about the health importance of drinking water instead of sugary drinks | School assembly, water station signage, classroom lessons, multi-media education materials for students, family engagement activities |
| Behavioral capability (b) | Students and families learn how to increase intake of water instead of sugary drinks by improving: 1) Ability to locate water sources on campus 2) Capacity to identify beverages that are the highest in sugar 3) Capability to make water taste delicious without adding calories |
Classroom lessons and family engagement activities |
| Expectations (a) | Students and families learn about the health consequences of drinking sugary drinks | School assembly, water station signage, classroom lessons, multi-media education materials for students (e.g., videos, graphic novel), family engagement activities |
| Expectancies (a) | Students will learn why drinking tap water has a lower environmental footprint than drinking sugary drinks | Water station signage, classroom lessons, multi-media educational materials for students, family engagement activities |
| Self-control (a) | Students will set goals to drink healthier beverages at home | Student beverage contracts with goals for beverage intake at school and at home |
| Observational learning (c) | Students learn about the importance of drinking water through teacher and peer modeling | Teachers and 4th grade students provided with reusable water bottles to encourage water intake at school and at home |
| Reinforcements (C) | Students receive reinforcements when observed drinking water; students provided with reinforcement tools to encourage water intake at school and at home | On one random day per week for 5 months, students receive prizes when they are observed drinking water at lunch; students receive a carabineer to make bringing water with them easy |
| Self-efficacy (c) | Students teach their parents about the benefits of drinking water instead of sugary drinks; students work with their families to complete family engagement activities | Classroom lessons and family engagement activities |