Investigating Mental Fitness and School Connectedness in Prince Edward Island and New Brunswick, Canada
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
BACKGROUND: As youth struggle with anxiety and depression, promoting positive mental fitness is a primary concern. Canadian school-based mental health programs that focus on positive psychology and positive mental health initiatives emphasize safe and supportive environments, student engagement, resilience, and self-determination. This study examined predictors of mental fitness and its 3 components (autonomy, competence, and relatedness). METHODS: School Health Action Planning and Evaluation System-Prince Edward Island (SHAPES-PEI) and the New Brunswick Student Wellness Survey (NB SWS) are data collection and feedback systems that survey youth about 4 health behaviors. Grade 7-12 students in Prince Edward Island (N = 3318) and New Brunswick (N = 7314) completed a mental fitness questionnaire in 2008-2009 (PEI) and 2006-2007 (NB). Four linear regression models were conducted to examine student characteristics associated with mental fitness, autonomy, competence, and relatedness. RESULTS: Positive associations were found between school connectedness (p < .0001) and mental fitness, as well as autonomy, competence, and relatedness. There were also significant relationships between affect, pro-social and antisocial behaviors, tried smoking, and mental fitness. CONCLUSION: A better understanding of adolescent health and its predictors is needed. By identifying core parameters for mental fitness, we can inform how to address students' needs through appropriate programs and policies supporting healthy school environments.
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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) | 0.000 | 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