Crystal Smit

Social Network Intervention vs. Mass Media Intervention 4 75 Sugar-Sweetened Beverage Consumption Children indicated on three different days (i.e., every other day during each data collectionwave) howmuch sweetened fruit juice, lemonade (based on sugar syrup), soda, energy and sports drinks they drunk the day before (Bevelander et al., 2018; Smit et al., 2016). Response options ranged from 0 = ‘zero glasses per day’ to 7 = ‘seven or more glasses per day’. The same illustration as with water consumption was used to instruct the children about the portion size. A total score for SSB consumption was constructed by averaging the children’s reported consumption on the five different consumption items over the three days (Cronbach’s α ranged from .66 to .80). Descriptive Norms Children’s perception of the prevalence of their classmates’ behavior was assessed with the following item: “How often do your classmates drink water?” (Bevelander et al., 2018; Smit et al., 2018). Response options ranged from 1 = ‘never’ to 6 = ‘always’. Injunctive Norms Children’s perception of what their classmates considered appropriate behavior was assessed with the following item: “Do you experience that your classmates think you should drink water?” (Bevelander et al., 2018; Smit et al., 2018). Response options ranged from 1 = ‘no, certainly not’ to 6 = ‘yes, certainly’. Strategy of Analyses Descriptive statistics were calculated to examine the means and standard deviations of all study variables. Subsequently, randomization checks were performed using one-way ANOVA to test whether there were initial mean-level differences between the conditions for the outcome variables (i.e., water and SSB consumption). Pearson’s correlations were performed for the variables of interest to determine which variable had to be controlled for in the main analyses.