Table 1 Theoretical constructs and intervention activities of Happy interventions
Theoretical constructs | Intervention activities |
|---|---|
Social cognitive theory | |
Behavioral capability | Educational lessons, hands-on activities, cooking class, making household cleaners |
Self-control | Goal setting, problem solving, goal progress evaluation |
Expectancies (value of outcome) | Educational lessons integrated with qualitative teacher self-perspectives |
Observational learning | Hands-on activities, cooking class, making household cleaners, community partner involvement |
Self-determination theory | |
Proactive | Elective modules, hands-on activities |
Personal importance | Educational lessons integrated with qualitative teacher self-perspectives |
Interest | Hands-on activities |
Adult learning principles | |
Active learning | Elective modules, hands-on activities |
Preconceptions | Reflective listening |
Understanding | Educational lessons include “why” |
Self-assessment | Goal setting, progress check-ins, and troubleshooting |
Community-centered | Small-group cooking and children’s environmental health classes |
Social support | |
Instrumental support | Hands-on activities, cooking class, toolkit materials |
Informational support | Educational lessons, goal setting, troubleshooting |
Appraisal support | Discussion and troubleshooting of specific, measurable, attainable, realistic, and time-sensitive (SMART) goal progress and challenges experienced |
Peer support | Small-group cooking and children’s environmental health classes with other providers |