Gender Differences in Adolescent Athletes’ Coping with Interpersonal Stressors in Sport: More Similarities than Differences?
Why this work is in the frame
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Bibliographic record
Abstract
This study examined gender differences in the types of coping strategies adolescent athletes use to manage sport-related interpersonal stress. To explain gender coping differences, the dispositional and situational gender coping hypotheses were explored (Tamres, Janicki, & Helgenson, 2002 Smith, A. L. 2003. Peer relationships in physical activity contexts: a road less traveled in youth sport and exercise psychology research. Psychology of Sport and Exercise, 4: 25–39. [Crossref], [Web of Science ®] , [Google Scholar]). Adolescent athletes from Western Canada (N = 524) completed measures of stress appraisal and coping-strategy use in response to a self-selected interpersonal stress source in sport. Results revealed gender differences, but only in select coping strategies. Gendered-coping was not robust across interpersonal sources of stress, providing partial support for the situational gender coping hypothesis. The results are discussed in relation to stress processes that mediate gendered coping as well as the implications for practitioner assistance in youth athletes’ stress-management.
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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) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 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