Dietary behavior	Physical activity	Sedentary behavior	Sleep
‐ Unhealthy snacking and consumption of sugar‐sweetened beverages ‐ Dieting ‐ Skipping meals ‐ Nutrition education obtained from parents ‐ Healthy (parental) role model behavior ‐ House food rules ‐ Pressure to finish eating/plate ‐ Involving child in nutrition‐related practices ‐ Healthy food routines parents ‐ Healthy body image ‐ Disordered eating behavior ‐ Peer pressure to eat unhealthy ‐ Social support healthy eating towards child and parents ‐ Parental support healthy eating ‐ Nutrition knowledge child and parents (nutritional knowledge of main caregiver) ‐ Availability of unhealthy and healthy foods and drinks (availability of unhealthy food) ‐ Accessibility of unhealthy and healthy food and drinks (accessibility of unhealthy food) ‐ Visibility healthy foods and drinks ‐ Income parents ‐ Highest attained education parents ‐ Level of education child ‐ Risk perception child ‐ Attitudes towards healthy/unhealthy eating child and parents (positive attitude towards unhealthy food) ‐ Self‐efficacy towards healthy eating child and parents ‐ Sleep deprivation child (unhealthy sleep behavior) ‐ Mental health child ‐ (Un)healthy food drink preferences child ‐ Price of healthy and unhealthy food and drinks (Price of unhealthy food) ‐ Marketing of healthy and unhealthy foods and drinks (marketing of unhealthy food) ‐ Social media exposure related to body image ‐ Social norm healthy eating Impulsive behavior child ‐ Nutrition education at school ‐ Cooking skills child and parents (cooking skills main caregivers) ‐ Availability of parents around eating times/moments (available time) ‐ Length and inflexibility of working hours ‐ Fading of traditional eating patterns ‐ Frequency of eating moments ‐ Household budget spent on unhealthy food ‐ (healthy) Food routines at home ‐ Adequate kitchen equipment ‐ Physical activity child ‐ Sedentary behavior ‐ Smoking ‐ Stress levels of child and parents (stress) ‐ Screen time ‐ Portion size (portion size of unhealthy food) ‐ Unconscious overeating ‐ Emotional eating ‐ Eating together at the table ‐ School food rules ‐ Availability of healthy school canteen ‐ Availability of healthy sport canteen ‐ Attractive presentation of unhealthy food and drinks ‐ Duration of lunch breaks ‐ Opening hours of school canteen ‐ Meal duration ‐ Bringing own lunch to school ‐ Availability of vending machines with unhealthy food at school ‐ Parents have a paid job ‐ Authoritative parenting style ‐ Authoritarian parenting style ‐ Permissive parenting style ‐ Using food as a reward ‐ Boredom/hanging together ‐ Eating unhealthy as social activity ‐ Normalization of the consumption of unhealthy food ‐ Exposure of unhealthy food (social) media ‐ Price of food processing ‐ Revenue ‐ Poverty ‐ Health	‐ Access/availability of family transport ‐ Access/provision of school facilities/resources ‐ Availability of PA equipment (PA materials) ‐ Active means of transport to school ‐ Access/distance to destinations ‐ Traffic‐related hazards (safety OAP/AT environment [parent perceived]) ‐ Traffic density ‐ Availability/access/proximity of public transport system (public transport network) ‐ Use of public transport ‐ Priority spending money on public transport ‐ Availability/access/proximity of recreational facilities (attractive environment for PA) ‐ Availability/access PA infrastructure/equipment (attractive environment for PA) ‐ Environment aesthetics (attractive environment for PA) ‐ Amount of green/blue space ‐ Urbanization ‐ Pedestrian and cyclist safety structure (safety OAP/AT environment [parent perceived]) ‐ Walkability ‐ Time spent outdoors ‐ PA‐related policies by local government ‐ PA school policy ‐ PA‐related school policies (time allowed for free play, field trips) ‐ Organized activities ‐ Recess (proportion class time vs. recess) ‐ School type (high school vs. vocational) ‐ Encouragement from significant others (parenting practices stimulating OAP/AT) ‐ Having a companion for PA (OAP/ACT peers) ‐ Parental modeling ‐ Parental watching ‐ Awareness of PA ‐ Parental concern about environment (safety OAP/AT environment [parent perceived]) ‐ Safety OAP/AT environment (child perceived) ‐ Involvement of social contact ‐ Encouragement at school ‐ Teacher management (organization of activities) ‐ PA level at school (teacher PA level) ‐ Seeing people exercise (neighborhood) (OAP/AT peers) ‐ Affective judgement (enjoyment in participation in OAP) ‐ Imagination for OAP ‐ Previous positive experience with OAP ‐ Interest ‐ Perceived behavioral control ‐ Perceived physical appearance ‐ Perceived fitness (motor fitness) ‐ Perceived competence (motor skills) ‐ Physical self‐concept (confidence to participate in OAP) ‐ Self‐efficacy (confidence to participate in OAP) ‐ Self‐worth (confidence to participate in OAP) ‐ Autonomous motivation/regulation ‐ Motivation (motivation to participate in OAP) ‐ Social norm OAP/AT ‐ Goal setting/planning ‐ Intention ‐ Knowledge of PA benefits ‐ Parental occupation ‐ Payment of fees ‐ Income individual or household ‐ Education level ‐ More options to spend free time sedentary	‐ Sedentary behavior at baseline ‐ Eating in front of TV ‐ Food intake ‐ Between meal snacking ‐ Depressive symptoms ‐ Sometimes eating breakfast ‐ Child independent mobility ‐ Deprivation ‐ After school MVPA (alternative options for screen use)* ‐ Attendance after school program (alternative options for screen use)* ‐ SES/parental education ‐ Octracism (social support) ‐ Playground density (number of children at playground) ‐ TV set in bedroom ‐ Existence of safe places to cross roads (school neighborhood) ‐ Time (year of measurement) ‐ Time (SB at school vs. out of school) ‐ Neighborhood SES ‐ Weekend days ‐ Activity setting (type/location) ‐ Campus area per student ‐ School's facilities (lack of/poor quality) (alternative options for screen use)* ‐ Changing facilities ‐ Bike storage facilities ‐ Safe play (= boring) ‐ Spacious environment ‐ School's building design (e.g., more stairs) ‐ Outdated/poor equipment ‐ Rainfall ‐ After school program collects feedback on activities children want ‐ After school staff provided with 1–4 h of PA training ‐ Duration after school PA program session (alternative options for screen use)* ‐ After school program conducted outside (alternative options for screen use)* ‐ At least 25% of after school programs allocated to PA ‐ TV environment ‐ Time in public place; after school ‐ Time outside at home; after school ‐ Time outside at other home; after school ‐ Perceived school climate/support (teacher) ‐ School social capital (e.g. connectedness) ‐ Hours of PE ‐ Extracurricular PA weekend (alternative options for screen use)* ‐ Duration morning breaks (>15 min) ‐ Duration of lunch break ‐ Provision of pedestrian training ‐ PA infrastructure (lack of, e.g., limited physical environment) (alternative options for screen use)* ‐ Existence of lollypop person (crossing guard) ‐ Number of PA policies ‐ School offers intramural sport (alternative options for screen use)* ‐ Recess exercise (alternative options for screen use)* ‐ Quality of sports management ‐ Maternal TV viewing ‐ Watching TV as a family ‐ Number of parent in the house ‐ Parental TV habits ‐ With mom/dad; after school ‐ With unrelated adult; after school ‐ 24/7 availability of technologies ‐ Use of technologies by schools/companies ‐ Dependency of technologies ‐ Screen use for school/work ‐ Revenues (frequent use of screens generates income for technology developers) ‐ Further development of technologies ‐ Use of screen‐based (social) media by adults ‐ Getting response ‐ Attractive/addictive effect ‐ Use of screen‐based (social) media and (online) games by youths ‐ Social contact ‐ FOMO ‐ Screen use as social norm ‐ Setting and adhering to rules limiting screen use *Several factors from the longlist have been collapsed into the factor “alternative options for screen use.”	‐ Accessibility to media device(s) in the bedroom: (1) TV, (2) game console, (3) computer, (4) tablet, and (5) mobile phone ‐ Late‐night (multi)passive* media use via (1) TV, (2) computer, (3) tablet, and (4) mobile phone ‐ Late‐night (multi)active* media use via (1) game console, (2) computer, (3) tablet, and (4) mobile phone ‐ Total time per day spent watching TV (screen use) ‐ Total daily time spent per day playing videogames (screen use) ‐ Alcohol use ‐ Evening light exposure (nonmedia device) ‐ Proper timing and intensity of daylight exposure (natural daylight exposure) ‐ Caffeine use (coffee, energy drinks, etc.) (evening snacking and caffeine use) ‐ Doing homework in the evening (evening homework) ‐ Parent‐set bedtimes and other sleep hygiene practices (at‐home rules on sleep and on evening screen use) ‐ Parental personal determinants towards healthy sleeping (knowledge, attitude, skills) ‐ Parental modeling ‐ Lacking a healthy, consistent bedtime routine ‐ Bedroom characteristics (cool, dark, quiet, clean) (safe, sleep‐stimulating home and sleep environment) ‐ Being and/or feeling unsafe at home (stress; presleep worrying) ‐ Presleep alertness ‐ Relaxing presleep activities ‐ Overcrowding at home (safe, sleep‐stimulating home and sleep environment) ‐ Noise hindering at home ‐ Needing a moment of rest ‐ Side job ‐ Biorhythm‐adapted school start times ‐ Extracurricular and social activities ‐ Sports and other after school activities during the day (daytime sports and PA) ‐ Sports and other after school activities during the evening (evening sports and PA) ‐ Pressure to perform in school (pressure to perform in school) ‐ Poor school performance ‐ Stressful school environment and/or being bullied ‐ Sleep disturbances (wake up after sleep onset and sleep onset latency [sleep quality]) ‐ Mental health issues ‐ Medicine use ‐ Obesity ‐ Obstructive sleep apnea ‐ Clinical sleep disturbances ‐ Seasonal effects on duration of days ‐ Biological morningness or eveningness preference ‐ Adolescent circadian rhythm ‐ Daytime napping ‐ Daytime sleepiness ‐ FOMO *Passive media use = watching movies, series, Netflix, YouTube, and so forth without the goal of social interaction. *Active media use = media use with an activity and/or social interaction component.