Gender Differences in Depressive Symptoms During Adolescence
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
Although boys present a similar or even higher rate of depressive symptoms than girls prior to adolescence, girls become more depressive than boys during their teenage years. Pubertal changes have been suggested to be more stressful for girls than for boys. In addition, they occur more often in synchronicity with the transition to high school, accounting for the emergence of a higher rate of depressive symptoms in girls than in boys during adolescence. Five hundred and forty-seven French-speaking adolescents between the ages of I I years and I8 years (M = 14.46 years; 279 girls and 268 boys) participated in the present cross-sectional study and completed the French versions of the Beck Depression Inventory, the Bem Sex-Role Inventory, the Life Event Questionnaire, the Rosenberg Self-Esteem Questionnaire, the body image sub-scale of the Offer Self-Image Questionnaire, and the Pubertal Development Scale. The results support the view that body image, self-esteem, and negative stressful life events mediate the relationship between gender and depressive symptoms during adolescence.Analyses of a subsample of adolescents who recently went through the transition to high school indicate that body image,self-esteem,and negative stressful life events mediate the relationship between pubertal status and depressive symptoms during the transition to high school.
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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 | 0.000 | 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 | 0.000 |
| 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