“I Just Want to Have Fun, But Can I?”: Examining Leisure Constraints and Negotiation by Children and Adolescents
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
Abstract This study examined physically active leisure constraints of children and adolescents and empirically analyzed their ability to negotiate strategies to reduce their experience of constraints. Self-administered questionnaires and accelerometers were used to collect data on leisure constraints and physical activity from students (n=1654) in grades 3, 7, and 11. Gender and age differences were found in reported leisure constraints. Grade 3 and 7 girls more frequently reported fear of going out at night than boys. Grade 7 and 11 girls reported a lack of companions and too much schoolwork more often than boys. When examining the relationship between leisure constraints and reduction in physical activity levels, significance was found for distance in grade 3 and too much schoolwork for grade 11. However, physical activity levels were not affected indicating that participants appeared to be using negotiation strategies. Further research is needed to explore the constraints identified by these participants as they have important implications for their participation and leisure experiences. Use of an empirical measure of negotiation served as a useful tool for understanding leisure participation, as it provided a clear and accurate indication of levels of participation. When such measures are included along with opportunities to explore the context of negotiation strategies, a greater understanding of children's and adolescent's leisure will be obtained.
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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 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| 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) | 0.001 | 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