MOOD STATES AND THEIR CORRELATES IN CHILDREN AND YOUTH IN 2021-2022 ACADEMIC YEAR
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Résumé
Background: The COVID-19 pandemic has exposed children to unprecedented challenges and disruptions. The psychological aftermath of children and youth became a significant source of concerns amid the pandemic. However, the evidence regarding Saskatchewan’s children and youth are very limited. This study aimed to examine the point estimates and the prevalence of eight mood symptoms via CRISIS scale and determining the associated factors among children and youth in Saskatchewan two years into the COVID-19 pandemic. Additionally, potential mediator role of coping ability between risk factors and current mood states was examined. Method: We used 563 data from the “See Us, Hear Us (SUHU) 2.0,”, a cross-sectional study of Saskatchewan children aged 8-18 years and their parents/caregivers. Data were collected between May-July 2022. The dependent variable, current mood state, was measured by Coronavirus Health Impact Survey (CRISIS) scale. The independent variables include sociodemographics, behavioural factors, household conditions, and coping ability. Multiple linear regression analysis and mediation analysis using generalized structural equation modelling were conducted. Representativeness of the sample was ensured by using sampling weights and data missingness was addressed through imputation. Results: The participants reported a relatively mild negative moods, with a mean score of 1.43 on a scale of 0 to 4, where 0 represents no negative moods and 4 represents severe negative moods. The moods score was 0.27 units higher among children between the ages of 16 and 18 compared to those aged 8-11. Individuals who did not identify strictly as either boys or girls experienced 0.78 units higher mood score compared to boys. Hybrid learning modalities (online and in-person) (β=0.24), disrupted extracurricular activities (β=0.18), and increased screen time (β=0.34) significantly worsen moods. The ethnic minority groups (BIPOC) living in mid-sized cities/towns experienced more negative moods compared to Whites residing in cities (Saskatoon/Regina). Coping ability significantly mediates the relationship between extracurricular activities and mood states in children and youth. Conclusion: The findings from our study emphasize the significance of tailored interventions, recognizing the diverse needs of specific age groups, gender identities, and ethnicities. By acknowledging these factors this study also informs the healthcare policies and mental health care providers to ensure proper prioritization during designing and implementing the mental health services.
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Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,002 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle