Association between Physical Health and Well-being: A Quasi-experimental Study
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
OBJECTIVE: To determine the relationship between physical health and well-being among college students in a state university and private college. METHODOLOGY: The study used a quantitative method, utilizing a pretest-posttest study design on 178 college students. The test group received three months of the health and well-being program while the control continued their activities of daily living (ADL). Nutrition, physical activity, and sleep were measured using the adapted Canadian Community Health Survey -Annual Component-2021. Well-being was evaluated using the modified positive emotion, engagement, relationships, meaning, and accomplishments (PERMA) questionnaire. Phase 1 includes gathering the participants' sociodemographic profiles, and the research concludes with the evaluation of the program. SPSS v.27 was used to analyze the data. RESULTS: Multiple regression analysis results for engagement (r(176) = .26, p = .92), relationships (r (176) = .21, p = .06), accomplishments (r(176) = .22, p = .31), and the overall PERMA (r(176) = .13, p = .42) were greater than the significance level of 0.05. However, positive emotion (r(176) = .26, p = .006) and meaning (r(176) = .23, p = .02) results were less than the significance level of a=0.05 indicating evidence of significant relationship. CONCLUSION: The study has established that positive emotion and meaning are significantly related to physical activity, nutrition, and sleep.
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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 | 0.009 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 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 | 0.001 |
| 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 it