Supportive communication with parents moderates the negative effects of electronic media use on life satisfaction during adolescence
Bibliographic record
Abstract
Objectives: To examine the impact of electronic media\n(EM) use on teenagers’ life satisfaction (LS) and to assess\nthe potential moderating effect of supportive communication\nwith parents (SCP).\nMethods: Data were drawn from the cross-national Health\nBehaviour in School-aged Children (HBSC) study (2009/\n2010) in Canada, England, Germany, Hungary, Italy,\nIsrael, The Netherlands, Poland and Scotland. Sample size:\n53,973 students aged 11–15 years.\nResults: More hours per day spent on the computer were\nassociated with lower LS; more EM communication with\nfriends with higher LS. This relationship became negative if EM use reached and exceeded a certain threshold. SCP\nmoderated the effect of EM communication with friends,\nbut not computer use for the total sample. SCP seems to be\nmore important than computer use or EM communication\nwith friends for LS and it seems to buffer negative effects\nof EM use.\nConclusions: Communication with parents seems to buffer\nthe negative effects of EM use on LS during\nadolescence. Higher computer use was related to lower LS,\nbut ‘‘optimal’’ frequency of EM communication with\nfriends was country specific.
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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 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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 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".