Calmly Coping: A Motivational Interviewing via Co-Active Life Coaching (MI-via-CALC) Intervention For University Students Suffering From Stress
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 purpose of this semester-long pilot study was to assess the impact of Motivational Interviewing via Co-Active Life Coaching (MI-via-CALC) on the stress management experiences of 30 full-time, English-speaking students aged 17-24 years. Participants’ experiences were assessed quantitatively using the previously validated Perceived Stress Scale and Hospital Anxiety and Depression Scale (which is divided into Anxiety and Depression scales) at pre-, mid-, and post-intervention. Three one-way, repeated-measures ANOVAs were completed for each scale and statistically significant differences in stress reduction were found for all scales between pre-intervention to mid-intervention, and between pre-intervention to post- intervention; no statistically significant differences occurred between mid-intervention to post- intervention. Inductive content analysis of the qualitative interviews at pre-, mid-, and post- intervention revealed participants’ positive experiences with the intervention. Methods were employed throughout to enhance qualitative data trustworthiness. MI-via-CALC is a promising approach for university students struggling with stress and additional research on a larger sample is warranted.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.001 |
| 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