The Determinants of Life Satisfaction: High School Students in Regina
Bibliographic record
Abstract
Introduction Enhancing the quality of life of people is regarded as the cornerstone of health promotion, which seeks to empower people to improve their overall health and well-being (Diener, Suh, Lucas, & Smith, 1999; Epp, 1986; Raphael, 1996). High school students face myriad stressors and challenges in the academic environment. The high school environment has been depicted as one that has a large number of students, more rigid academic tracking, less emotional and instructional support from teachers, and greater emphasis on high academic achievement than that of a middle school.1 It is also an environment that exposes adolescents to greater pressures to engage in antisocial behavior and to more intense peer pressure (Barber & Olson, 2004; Isakon & Javis, 1999; Seidman & French, 1997). As earlier studies have shown that life satisfaction among children and adolescents is strongly related to their academic achievement (Baker, Terry, Beridger, & Winsor, 1997; Noddings, 2003) and mental health (Lewinsohn, Redner, & Seeley, 1991; Park, 2004), in this article I explore the level of life satisfaction and its correlates among high school students in Regina.
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How this classification was reachedexpand
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 | 0.003 | 0.017 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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 teacher head, 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".