Risk Factors for Depressed Mood in a Taiwanese School-Based Sample of Adolescents: Does Spirituality Have Protective Effects?
Bibliographic record
Abstract
A variety of risk factors have been identified as able to engender adolescent vulnerability to depressed mood. Recently, the social work profession has started to validate spirituality as integral to individual well-being, and as a protective factor of one's poor adjustment outcome. The present study aims to investigate spirituality as a protective factor for depressed mood among Taiwanese adolescents. Risk factors examined include family economic strains, parent–adolescent conflict, negative peer relationships and academic expectation stress. Using a cross-sectional quantitative research design, we utilised the multi-stage, random cluster sampling method to select respondents. A total of 1,325 Taiwanese students from grades 10 to 12 were recruited to complete the self-reported questionnaires. Results of multiple linear regression analyses indicated that controlling for gender and age, family economic strains, parent–adolescent conflict, negative peer relationships and academic expectation stress were positively associated with depressed mood. Spirituality was found to be negatively associated with depressed mood, and to partially moderate the association between negative peer relationships and depressed mood. Findings suggest that the culturally specific concern of spirituality should be incorporated into helping depressed adolescents. Spirituality should be examined cross-culturally in social work research, education and practice.
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How this classification was reachedexpand
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 | 0.004 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".