Community Belonging and Fourishing in Youth: Examining the Mediating Role of Coping Skills in Youth Across Ethnoracial Backgrounds.
Bibliographic record
Abstract
Objective: We examined the mediating role of positive coping skills in the relationship between community belonging and flourishing mental health among Canadian youth, while investigating variations across ethnoracial backgrounds. Methods: Utilising data from the Canadian Community Health Survey-Mental Health Component 2012 cycle, we conducted a mediation analysis using a counterfactual framework on a nationally representative sample of 5,338 youth aged 15-29. The primary outcome, flourishing mental health, was measured using Keyes' Mental Health Continuum. The mediating effect of positive coping skills on the relationship between community belonging and mental health was quantified, and subgroup analyses to compare this relationship in two subgroups of youth identifying as White versus those who do not identify. Results: Positive coping skills accounted for 13.9% of the mediation pathway from community belonging to flourishing mental health. Notably, youth who did not identify as White demonstrated a stronger association between community belonging and flourishing, with a comparatively smaller portion of their pathway mediated by positive coping. The total, direct, and indirect effects indicated a significant positive relationship between community belonging and positive mental health, mediated by positive coping skills. Conclusion: Positive coping skills significantly mediated the relationship between community belonging and flourishing mental health in Canadian youth. However, the strength and nature of this relationship varied across ethnoracial backgrounds, suggesting a potential need for tailored interventions. These findings have implications for clinicians in adopting strategies that not only foster positive coping skills but also promote community engagement and respect for cultural diversity, thereby supporting the mental health of all youth in Canada.
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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 | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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".