Do Self Esteem and Family Relations Predict Prosocial Behaviour and Social Adjustment of Fresh Students
Why this work is in the frame
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Bibliographic record
Abstract
Most of the studies about prosocial behaviour and adolescent adjustment focus on some personality factors or peer group influence as separate sources of influence and do not take into account some important variables like self esteem and family relations. The aim of this paper is therefore to analyse the relationship between self esteem and family relations of a sample of Nigerian undergraduates as indicated by their prosocial behaviour and social adjustment. To achieve this, 294 fresh students who have spent at least 30 weeks in the university were randomly selected (using cross-sectional sampling method) from both Ambrose Alli and Adekunle Ajasin universities in Nigeria. Out of these were 161 (54.8%) males while 133 (45.2%) were females. Two hypotheses were stated and tested. Results revealed that self esteem and family relations independently predicted prosocial behaviour. Their joint prediction of prosocial behaviour was also significant [R2= .279, t = 9.07; p < .01]. Analysis of the second hypothesis also revealed that self-esteem independently predicted social adjustment but family relations did not predict social adjustment significantly. However, self-esteem and family relation jointly predicted social adjustment [R2= .384, t = 7.972; p < .01]. It was recommended that efforts to boost the new students’ self-esteem should not be spared and the relationship between family members should be cordial so as improve the level of prosocial behavior and social adjustment of individuals.
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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 | 0.001 |
| 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