Crystal Smit

Chapter 5 116 5.2) indicated that they had talked to their peers about drinking water at school or home in order tomotivate them to drink water. Their open-ended responses about how they promoted water suggested that they often (34%) used the meaningful rationales and benefits that were discussed in the training: “Drink water. It is a good thirst quencher.” Boy, 11 years old “Water makes you perform better and can make you smart, so no more sugar-sweetened beverages but only water.” Boy, 11 years old “Saying water is healthy, you should actually drink it [water] more.” Girl, 10 years old Twenty-seven percent (see Table 5.2) of the influence agents indicated that they had used the social media platform on the research application to talk to their peers about water drinking, and 24% (see Table 5.2) had forwarded the short videos about drinking water to their peers. The open-ended responses suggested that the influence agents not only motivated their peers by using the strategies discussed in the training, but based on the autonomy-supportive climate during the training, they themselves also devised ways to promote water. For example, some influence agents promoted water drinking by supporting their peers in drinking more water (19%), starting a challenge (3%), simply telling them that they had to drink water (3%), or promising rewards when they drank water (3%): “I asked in class if I had to fill their water bottles and mentioned the benefits of drinking water.” Boy, 11 years old