Help-Seeking Behaviours of Brunei Lower Secondary School Students: Engagements with the Self, Parents, Peers and Teachers
Bibliographic record
Abstract
The survey looked at how 171 randomly selected Brunei lower secondary school students (140 females) were engaged academically with the self, peers, parents and teachers in the context of the ongoing inclusive education and SPN21 curriculum reforms. Data were collected using the Research Assessment Package for Schools – Students in Middle schools version, RAPS-SM (Institute for Research and Reform in Education [IRRE], 1998). In general, both genders and students in the two participating schools expressed satisfaction with their engagements with the selected stakeholders and scored in the expected positive direction on most items and sections of the instrument. However, there were a few exceptions. Females and students in the girls’ school scored significantly higher on the emotional security with the self-variable while participants in the mixed-gender school outperformed those in the other type of school on the teacher emotional security section of the instrument. In addition, females and students in the girls’ school scored much higher than other peers on the parent autonomy support variables. Furthermore, males scored higher on the teacher involvement and teacher autonomy support items. Moreover, students in the co-education school scored higher on some items of the teacher involvement, teacher autonomy support and teacher structure variables. Overall, these findings call for appropriate educational and counselling interventions to be provided. Mixed-methods research involving a bigger number of schools was recommended to provide more insights.
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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 | 0.004 | 0.001 |
| 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 | 0.001 | 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".