Adolescent media use and its association to wellbeing in a Canadian national sample
Bibliographic record
Abstract
Our objective is to describe associations between media usage and multiple wellbeing indicators in a nationally representative sample of Canadian youth (CSTADS 2012-13) enrolled in grades 7 to 12 (N = 41,057). Youth reported media usage (television/movie viewing, videogame playing, and surfing the internet), wellbeing (academic achievement, school connectedness, self-esteem, physical activity, intake of fruits and vegetables, and bullying), and psychological (drug use, drinking, and smoking) and sociodemographic confounds (ethnicity, grade, province, gender). Videogame playing was negatively associated with academic achievement, b = -0.07 (99% CI, -0.08-05), physical activity, b = -3.09, (99% CI, -3.63-2.56), school connectedness, b = -0.03 (99% CI, -0.04-0.02), self-esteem, b = -0.13 (99% CI, -0.16-0.09), and the consumption of fruits and vegetables b = -0.07 (99% CI, -0.11-0.03). Internet usage was negatively related to self-esteem, b = -0.25 (99% CI, -0.28-0.21), school connectedness, b = -0.03 (99% CI, -0.03-0.02), academic achievement, b = -0.02 (99% CI, -0.03-0.002) and physical activity b = -1.42 (99% CI, -1.92-0.91). Finally, television exposure was linked with less fruits and vegetable consumption, b = -0.09 (99% CI, -0.12-0.06), academic achievement b = -0.05 (99% CI, -0.07-0.04), school connectedness b = -0.02 (99% CI, -0.03-0.01), self-esteem b = -0.06 (99% CI, -0.11-0.003), and physical activity b = -1.09 (99% CI, -1.64-0.54). Internet, television/movies, and videogame time also increased the odds of bullying others by 9%, OR = 1.09 (99% CI, 1.04-1.14) 8%, OR = 1.08 (99% CI, 1.01-1.16) and 7%, OR = 1.07 (99% CI, 1.01-1.14) respectively. Overall effect sizes were small yet may represent significant impairment for heavy media users.
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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 | 0.018 |
| 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) | 0.000 | 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".