Students’ Experiences of a Voluntary Random Acts of Kindness Health Promotion Project
Bibliographic record
Abstract
Objective: To examine students’ experiences of a voluntary random acts of kindness (RAK) project introduced in a large, undergraduate health promotion classroom setting. Participants: 107 university students out of 348 students enrolled in an undergraduate course. Methods: Fifteen weeks following the completion of the project, youth participants completed a 25-item questionnaire that was created for this study and included both closed and open-ended items. The questionnaire was designed to primarily examine participation in the project, its perceived impact on the classroom environment, class cohesion, course participation, and students’ personal wellbeing including stress and confidence. Results: Respondents completed an average of 13 RAKs each and commented on the positive impact on their mental health. 73% reported an increase in their enjoyment of class; 65% indicated that class cohesion improved; 62% felt they learned about themselves; 59.6% reported a reduction in stress; 94.9% reported increased awareness of how their actions impacted others; and 84.1% reported continued, post-course voluntary participation in the project. Conclusion: Students benefited from the intervention in terms of enhancing their sense of belonging, contributing to their community, and improving experiences of stress and negativity. Further research on the utility of RAK projects within youth health promotion in classroom settings is warranted.
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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 | 0.001 | 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 | 0.001 | 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) | 0.000 | 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 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".