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Table 1 Definition of TDF constructs by domain, and as applied to the childcare setting and the implementation of menu dietary guidelines

From: Measuring implementation behaviour of menu guidelines in the childcare setting: confirmatory factor analysis of a theoretical domains framework questionnaire (TDFQ)

Domain Definition of constructs [18] Application to the childcare setting
Knowledge Knowledge (including knowledge of condition/scientific rationale), Procedural knowledge, Knowledge of task environment The service cooks awareness and familiarity with implementing the menu dietary guidelines
Skills Skills, Skills development, Competence, Ability, Interpersonal skills, Practice, Skill assessment, Coping strategies Training, skills and practice in implementing the menu dietary guidelines
Professional role and identity Professional identity, Professional role, Social identity, Professional boundaries, Professional confidence, Group identity, Leadership, Organisational commitment The extent that implementation of menu dietary guidelines is perceived as part of the service cook’s role
Beliefs about capabilities Self‐confidence, Perceived competence, Self‐efficacy, Perceived behavioural control, Beliefs, Self‐esteem, Empowerment, Professional confidence The service cooks confidence in implementing the menu dietary guidelines
Optimism Optimism, Pessimism, Unrealistic optimism, Identity The service cooks confidence that the implementation of the menu dietary guidelines will be attained
Beliefs about consequences Beliefs, Outcome expectancies, Characteristics of outcome expectancies, Anticipated regret, Consequents The service cooks belief about benefits/disadvantages of implementing the menu dietary guidelines
Reinforcement Rewards (proximal/distal, valued/not valued, probable/improbable), Incentives, Punishment, Consequents, Reinforcement, Contingencies, Sanctions The extent of recognition and reward the service cooks expect to receive when implementing the menu dietary guidelines
Intentions Stability of intentions, Stages of change model, Trans-theoretical model and stages of change The service cooks intention to implement the menu dietary guidelines
Goals Goals (distal/proximal), Goal priority, Goal/target setting, Goals (autonomous/controlled), Action planning (with relation to their intention to implement The relative importance to service cooks of implementing the menu dietary guidelines
Memory, attention and decision processes Memory, Attention, Attention control, Decision making, Cognitive overload/tiredness The extent to which implementing the menu dietary guidelines is part of regular practice
Environmental context and resources Environmental stressors, Resources/material resources, Organisational culture/climate, Salient events/critical incidents, Person x environment interaction, Barriers and facilitators The environmental context/situation that may encourage/discourage implementation of the menu dietary guidelines
Social influences Social pressure, Social norms, Group conformity, Social comparisons, Group norms, Social support, Power, Intergroup conflict, Alienation, Group identity, Modelling The interpersonal relationships/process that may influence implementation of the menu dietary guidelines
Emotions Fear, Anxiety, Affect, Stress, Depression, Positive/negative affect, Burn‐out Service cooks emotions when implementing the menu dietary guidelines
Behavioural regulation Self‐monitoring, Breaking habit, Action planning (with relation to monitoring their habits) Service cooks ability to self-monitor and action plan to implement the menu dietary guidelines