Exploring Academic Resilience Among Young Canadian Adults
Bibliographic record
Abstract
This study examined the relationship between academic resilience and mental health, focusing on potential moderators in accordance with the Conservation of Resources (COR) theory. It was hypothesized that academic resilience would be positively associated with mental health, while epistemic curiosity and increased healthy lifestyle behaviours would attenuate this relationship. Conversely, it was expected that financial strain and loneliness would weaken the relationship. A total of 214 undergraduate psychology students participated in the study by completing an online survey addressing the relevant variables. Moderation analysis revealed that epistemic curiosity, financial strain, and health behaviours did not significantly enhance or abate the relationship between academic resilience and mental health. The remaining moderator, loneliness, did weaken the relationship between academic resilience and students’ mental health. Open-text responses further complimented these results, with social support arising as a key theme. These findings highlight the importance of early intervention for lonely students and emphasize identifying shared attributes among students for more targeted support and better outcomes.
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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 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.006 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 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".