Activity Involvement and Spiritual Health in Children with ADHD and Learning Disabilities
Bibliographic record
Abstract
Attention-deficit/hyperactivity disorder (ADHD) and learning disabilities (LDs) represent two of the most prevalent disabilities experienced by adolescents. Despite the benefits of spiritual health in relation to happiness and overall well-being, there has been limited examination of spiritual health among adolescents with disabilities. Sports and other activities can act as protective factors that mediate the relationship between low spiritual health and negative outcomes. Therefore, the purpose of this study was threefold: to explore the differences in spiritual health (a) among adolescents with ADHD, LDs, or without disabilities; (b) by activity type; and (c) after taking into account the interaction between disabilities and activities. Adolescents included in the 2014 (Canadian cycle 7) Health Behaviour in School-aged Children study (n = 17,407, Mage = 14.08 years, SD = 1.46 years) reported their disability status and involvement in organized activities and completed a shortened version of Fisher's Spiritual Well-being scale. Overall spiritual health (analysis of covariance) and its dimensions (multivariate analysis of covariance) were compared by disabilities and activities with gender, age, and family affluence as covariates. Lower levels of engagement in both sports and nonsport activities were associated with diagnoses of ADHD (38.4%) and LDs (50.5%) compared with peers without disabilities (53.8%). Involvement in either sports or nonsport activities was associated with positive spiritual health outcomes (F = 228.7, p < .001), with the highest levels of spiritual health reported by children involved in both types of activities (F = 7.8, p < .001). The protective effect of activity involvement was stronger for children with ADHD or LDs than for children without disabilities. Diversity of activities including both sports and nonsport activities among adolescents with ADHD or LDs mitigates overall spiritual health when compared with peers without disabilities.
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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 | 0.001 | 0.003 |
| 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 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| 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".