Examining Differences in Program Quality and Needs Support in two Physical Activity-based In-School Mentoring Programs
Bibliographic record
Abstract
The purpose of this study was to examine program quality and basic needs support across two physical activity-based in-school mentoring programs (one girls’-only, one boys’-only). Twenty-four youth participated in the programs. A mixed-methods approach was used. Program quality was assessed quantitatively from two perspectives: observations conducted by researchers and youth self-report. Needs support was assessed from the youth perspective. Researcher field notes were analyzed qualitatively to further understand the program context. Results revealed a significant difference in observed program quality and from the youth perspective. Significant differences were found related to needs support between programs. Moreover, program quality significantly predicted basic needs support within the girls’ program, but not in the boys’ program. Four themes emerged from the qualitative data: a) supportive environment, b) intentional opportunities for skill-building, c) supported leadership and mentoring opportunities, and d) planned opportunities for youth choice. Practical implications and future research directions are outlined.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), 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".