Work, Rest and Leisure – Trends in Late Adolescent Time Use in Australia in the 1990S
Bibliographic record
Abstract
Although how teenagers spend their days is fundamentally linked to their psychological and physiological well-being, the analysis of their actual time use is very limited. This paper aims to provide a profile of how young people in late adolescence (between the ages of 15 to 19) spent their time at the end of the 20th century in Australia. The way adolescents spent their school and non-school days in work, rest and leisure were examined using two national time use surveys. Changes in the time use of young people in late adolescence were investigated for the five-year period from 1992 to 1997 in the attempt to find out whether teenagers were working harder and resting or engaging in leisure less. Although Australian teenagers in the late 1990s were spending less time working and more time at leisure, the type of activities they were spending their free time on (watching television and playing computer games) may have a negative impact on their health and well-being.
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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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 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 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".