Adolescent Playfulness, Stress Perception, Coping and Well Being
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The focus of this study was to investigate the relationship between adolescent playfulness, the perception of daily stressors and the coping strategies engaged by adolescents within the context of school and leisure. A mixed method approach was used including semi-structured interviews, scales and survey questionnaires. Two hundred ninety adolescents' ages 12 to 19 participated in the study. Results suggest that playful teens are less prone to experience stress of a personal nature or in relation to their peers. Yet they were more prone to experience stress concerning their future or their parents' future. A number of contextual variations were identified. Playfulness as a personality disposition had significant predictive value pertaining to the adolescents' leisure experience, the perception of daily stressors and overall well being. No significant differences across gender or coping mechanisms (active, internal, and withdrawal) were observed. Contrary to previous assumptions, high playful and low playful teens appear to engage in very similar coping processes for very similar stressors, thus playfulness has a low predictability in terms of adolescent coping. Practical implications of this study are discussed.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.011 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it