Page 110 - ON THE WAY TO HEALTHIER SCHOOL CANTEENS - Irma Evenhuis

Chapter 6. Process evaluation
Factors
Items
Questions
3. If I perform my tasks for the healthier school canteen the canteen will get a healthier offer.
4. If I perform my tasks for the healthier school canteen the accessibility of a healthier offer in the canteen will increase.
5. If I perform my tasks for the healthier school canteen students will eat more healthily.
6. Performing my tasks for the healthier school canteen, gives me satisfaction.
1. Descriptive Norm: Colleagues perform their healthier school canteen activities good.
2. Subjective Norm: Other people expect me to perform my healthier school canteen activities good.
3. Social Support: I am receiving enough support in performing my healthier school canteen activities
1. Regularly, I control whether I perform all my tasks for the healthier school canteen.
2. For me it is easy to remember what I have to do to create a healthier school canteen.
I want to create a healthier school canteen in the coming 6 months.
I am motivated to create a healthier school canteen.
My skills are sufficient to create a healthier school canteen.
1. In my opinion, it is my task to change the offer of food and drinks in the canteen, to a healthier offer.
2. In my opinion, it is my task to change the accessibility of the canteen, to a healthier accessibility.
1. Self-monitoring: Performing my tasks for the healthier school canteen has become a habit.
2. Action Planning: I am having a clear plan of how I will perform my tasks for the healthier school canteen properly.
3. Action Planning: I am having a clear plan of how I will perform
my tasks for the healthier school canteen properly, even when there will arise barriers (lack of time, unmotivated stakeholders).
Answer Baseline
Options vention
After Inter-
Conclusion
Social Influence
Routine
Intention
Motivation
Skills
Professional Role
Behavioural regulation
3 items
2 items
1 item
1 item
1 item
2 items
3 items
5-point <0.60 Scale
5-point >0.70 Scale
5-point X Scale
5-point X Scale
5-point X Scale
5-point >0.70 Scale
5-point >0.70 scale
<0.70
>0.70
X
X
X
>0.70
>0.70
Analyse separately
Analyse together
X
X
X
Analyse together
Analyse together
108
table continues