The Education‐Contingent Association Between Religiosity and Health: The Differential Effects of Self‐Esteem and the Sense of Mastery
Bibliographic record
Abstract
Using data from a representative sample of adults in Toronto, Canada, I examine the education‐contingent association between religiosity (subjective religiosity and religious attendance) and four health‐related outcomes: depression, anxiety, alcohol use, and self‐rated health. I also test the extent that two personal resources—the sense of mastery and self‐esteem—contribute to those associations. Findings indicate that subjective religiosity and attendance are generally associated with lower levels of depression, anxiety, alcohol use, and poor health. Moreover, although not entirely uniform, subjective religiosity and attendance tend to be associated more negatively with these outcomes among individuals with fewer years of education. While the sense of mastery suppresses the education‐contingent influence of religiosity on distress outcomes, self‐esteem generally contributes to those patterns. On balance, the suppression effects of mastery are offset by the explanatory effects of self‐esteem. These findings elaborate on the well‐established association between religiosity and health by illustrating education‐contingent effects and potential counterbalancing roles of personal resources in these processes .
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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 | 0.008 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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".