CONTEMPORARY MEASURES OF MENTAL HEALTH STATUS AND SCHOOL-BASED RELATIVE AGE EFFECTS IN CANADIAN ADOLESCENTS
Bibliographic record
Abstract
This thesis is on the epidemiology of relative age effects and how they relate to the mental health status of young people. Contemporary measures of mental health are developed, and the association between school-based relative age and mental health is investigated. It consists of four manuscripts, a proposed conceptual model, and a literature review. The analyses used data from the 2014 Canadian Health Behaviour in School-aged Children study. The first manuscript (BMJ Open) developed a categorical measure of mental health status inspired by the Dual-factor Model, by combining information on subjective well-being and psychopathology. Mental health status was significantly associated with indicators of social and academic functioning, and mental health. Findings support construct validity. The second manuscript (SSM–Population Health) developed and tested a novel continuous measure of mental health, based on our adaptation of the Dual-factor Model. The continuous version has conceptual and statistical advantages over the categorical form, and evidence supports it as construct valid. A supplementary chapter provides background information on relative age effects, a review of studies on school-based relative age and adolescent mental health, and a conceptual model linking relative age at school entry to adolescent mental health. The third manuscript examined the association between school-based relative age and mental health in Canadian adolescents. Analyses were stratified by sex, and effect modification by grade group was considered. Younger students were at increased risk of poor mental health, but effect sizes were modest, and inconsistent depending on the indicator examined. The fourth manuscript examined effect modification in the association between relative age and suboptimal mental health by levels of family affluence and social supports. There was minimal evidence of statistically significant effect modification, but the effects of relative age were less pronounced in groups of students reporting lower levels of support and lower relative family affluence. Following this manuscript is a review of potential strategies that have been suggested for addressing school-based relative age effects. There is a need for studies assessing their effectiveness.
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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 | 0.010 | 0.033 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.008 | 0.018 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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".