The relationship between emotion regulation and activity performance and quality of life in adolescents with cerebral palsy
Bibliographic record
Abstract
Emotional and activity difficulties may affect adolescents’ daily lives with cerebral palsy (CP). Therefore, it is important to evaluate factors associated with emotion regulation in adolescents with CP. This study aims to determine how adolescents with CP use emotion regulation strategies during their interactions and to examine the relationship between emotion regulation, activity performance, and quality of life. The data was obtained using the Regulation of Emotions Questionnaire (REQ), The Pediatric Quality of Life Inventory (PedsQL), and the Canadian Occupational Performance Measure (COPM). The relationship between the scale scores was tested using the Spearman correlation coefficient. A significant relationship was found between internal functional emotion regulation and activity performance (p < .05), as well as between emotion regulation and quality of life (p < .05). These results indicated that adolescents’ activity performance and quality of life with CP were associated with emotion regulation skills. It is very beneficial for occupational therapists to consider emotion regulation skills to improve activity performance and adolescents’ quality of life with CP.
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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 | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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".