Moderation of Success and Failure Feedback by Validation Seeking on Affect Change: Implications for Theories of Cognitive Adaptation and Self‐Worth Regulation
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The present study examined validation seeking as a form of cognitive adaptation and self‐worth regulation. A total of 88 undergraduates completed questionnaires on validation seeking and affect, a sequence task, and randomly received positive, negative, or neutral feedback on their performance. Validation seeking was associated with anxiety and dysphoria. It also moderated negative feedback to increase dysphoria and positive feedback to increase positive affect and decrease anxiety at posttest. The findings were compatible with the proposition that validation seeking can have positive coping aspects in certain circumstances, and can be more generally conceptualized as a form of cognitive adaptation. The findings extend our understanding of how components in cognitive adaptation and self‐regulation facilitate well‐being.
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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 | 0.001 | 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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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 it