Crystal Smit

Chapter 2 34 Water Consumption At baseline and immediately after the intervention, children were asked to report how much water they drank on a school day and on a weekend day (Haerens et al., 2008). Response categories ranged from 0 = ‘zero glasses per day’ to 5 = ‘five glasses per day’. Glasses also equaled cans, bottles, and packages. A total score for water consumption was constructed by averaging the school and weekend day items, which demonstrated good internal consistency (Spearman-Brown baseline = .83; Spearman-Brown post-intervention = .86). Sugar-Sweetened Beverage Consumption The consumption of sugar-sweetened beverages (SSBs) was measured by asking children at baseline and post-intervention to indicate on the same 6-point scale, ranging from 0 = ‘zero glasses per day’ to 5 = ‘five glasses per day’, how many glasses of juice they drank on a school day and on a weekend day. The same questions were asked for soda and energy drinks (Haerens et al., 2008). A score for SSB consumption was constructed by averaging the six items, which demonstrated acceptable internal consistency (Cronbach’s alpha baseline = .69; Cronbach’s alpha post- intervention = .65). Water Drinking Intentions Behavioral intentions were measured at baseline and post-intervention with a scale on soda beverages (Kassem, Lee, Modeste, & Johnston, 2003) adjusted to water consumption: “Do you intend to drink more water on schooldays?” and “Do you intend to drink more water on weekend days?”. Response categories ranged from 1 = ‘no, certainly not’ to 4 = ‘yes, for sure’. A total score for water drinking intentions was constructed by averaging the school and weekend day items, which demonstrated good internal consistency (Spearman-Brown baseline = .76; Spearman- Brown post-intervention = .78). Thirst In line with previous research on consumption behavior and the role of hunger status (e.g., Bevelander et al., 2012) the children were asked how thirsty they were