Adolescents’ perspectives on environmental and individual factors influencing their health behaviours
Bibliographic record
Abstract
Adolescence is an important life phase in which future patterns of adult health are established. Therefore, there is a need to understand the barriers and enhancers of adolescents’ health to better support their development. We explored adolescents’ perspectives on factors influencing their health behaviours using a qualitative descriptive approach. In-depth interviews were conducted with 22 junior high and high school students in Northern Alberta, who had participated in a 2015/16 Youth Health Survey. Thematic analyses revealed three themes: 1) knowledge, 2) contextual factors (home environment and school environment) and 3) individual factors (self-motivation and personal responsibility). Overall, the students were extensive in their description of healthy lifestyles, but their use of this knowledge was dependent on contextual and individual factors. They described the importance of the home and school environment in supporting healthy lifestyles, particularly by providing the right kind of knowledge and opportunities to cultivate and maintain a healthy lifestyle. They also identified self-motivation and personal responsibility as individual factors of influence on their health behaviours and practices. The students placed a great emphasis on personal responsibility for their health behaviours, despite the necessity of environmental and social supports for encouraging healthy lifestyles. School-based health promotion programs, which take a comprehensive health approach fosters a supportive environment for healthy lifestyle behaviours.
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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 | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| 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".