Engagement in meaningful activities survey: Portuguese version for middle-age and older adults
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
Participation in daily activities has been associated with positive health effects and well-being. Several studies have highlighted the importance of focusing on the personal meaningfulness of such participation and less on the extent and frequency of activities. The Engagement in Meaningful Activities Survey (EMAS) is a widely used instrument to assess such meaningfulness. This study aims to explore the internal consistency, test-retest reliability, and convergent validity of the Portuguese version of the EMAS and to contribute to the international discussion about the dimensions of this scale. The sample comprised 203 middle aged and older adults (mean age 73.96 years, SD = 9.42 years), most of whom were women (70.9%). Data collection included the translated and adapted Portuguese version of the EMAS and the Satisfaction with Life Scale (SWLS). The EMAS’s internal consistency was α = .91. The exploratory factorial analysis revealed the unifactorial structure of the scale. Test-retest (r = 0.67) and criterion validity (r = 0.36) presented appropriate values. These data show that the Portuguese version of the EMAS represents a reliable and valid measure to capture the subjective qualities of meaningful activity participation. This scale can be of particular use in defining interests and planning interventions targeting middle age and older adults as well as for assessing the impact of interventions that focus on activity participation.
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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 | 0.000 | 0.001 |
| 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 it