Links between adolescent time-use sequences and well-being.
Bibliographic record
Abstract
Studies on time use and adolescent well-being typically focus on total time but rarely examine how an activity is embedded within a sequence of various activities. However, the potential importance of time-use sequences is apparent in pediatric recommendations like avoiding technology before bed. Using 24-hr time-use diaries from a representative birth cohort of 2,198 U.K. adolescents, we examined whether time-use sequences are prospectively associated with subjective well-being and 23 developmental outcomes. Preregistered analyses identified two weekday and four weekend sequences linked to different demographic and well-being correlates. For example, adolescents with high screen time throughout the day and late bedtimes experienced poorer outcomes than those whose late-night screen time followed diverse activities or active leisure. Yet, in exploratory analyses accounting for total time, only a few significant associations remained. This illustrates the advantage of examining total time-use and time-use sequences together to gain a more comprehensive understanding of adolescent well-being.
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How this classification was reachedexpand
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".