Linking Occupational Participation and Occupational Identity: An Exploratory Study of the Transition from Driving to Driving Cessation in Older Adulthood
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
Changes in the ability to participate in meaningful occupations are common during and following significant life changes and/or events. Using qualitative methods, this study explored how changes in occupational participation can influence an individual's identity as exemplified during the transitional period from driving to driving cessation in older adulthood. The findings discussed in this paper illustrate the interdependent relationship that exists between occupational participation and occupational identity. In particular, this study highlights the potential consequences on identity when meaningful occupations are disrupted. The findings in this study lend support to previous findings, which identified a critical link between engagement in meaningful occupations and identity as an occupational being. Given that individuals may experience many transitional periods in their lifetime, this study provides preliminary evidence regarding the importance of occupational adaptation. Based on findings in this study, occupational participation may provide the context in which individuals begin the process of reconstructing their lives thereby linking their past and future occupational self.
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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 | 0.009 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.005 |
| 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 it