VARIABLES MODERADORAS DE LA CONVIVENCIA ESCOLAR EN EDUCACIÓN PRIMARIA
Bibliographic record
Abstract
El <span> </span>ob<span>j</span><span>e</span><span>ti</span>vo <span> </span>d<span>e</span>l <span> </span>p<span>r</span><span>e</span>s<span>e</span>n<span>t</span>e <span> </span><span>t</span><span>ra</span><span>b</span><span>a</span><span>j</span>o <span> </span><span>e</span>s <span> </span><span>a</span>n<span>a</span><span>liz</span><span>a</span>r <span> </span><span>l</span>a <span> </span>p<span>e</span><span>r</span><span>ce</span><span>p</span><span>c</span><span>i</span>ón <span> </span>que <span> </span><span>e</span>l <span> </span><span>a</span><span>l</span>u<span>m</span>n<span>a</span>do <span> </span>de Educación Primaria tiene acerca de la convivencia escolar en función de distintas variables de comparación: sexo, edad y entorno sociocultural. Para ello, participaron 546 alumnos del primer curso de cada ciclo de Educación Primaria procedentes de dos centros educativos de la Ciudad Autónoma de Melilla con características sociales y culturales diferentes. Como instrumento de recogida de datos se empleó una versión adaptada del <em>Cuestionario sobre Convivencia Escolar para Alumnos</em> de Sánchez, Mesa, Seijo, Alemany, Rojas, Ortiz, Herrera, Gallardo y Fernández (2009). El cuestionario fue administrado por los tutores y contestado por los alumnos en el tercer trimestre del curso escolar 2009-2010. Tomados en su conjunto, los resultados obtenidos muestran una convivencia escolar adecuada, aunque no exenta de ciertos conflictos. Además, se ponen de manifiesto diferencias en relación con las distintas variables de comparación. Finalmente, se discute la necesidad de desarrollar programas preventivos con el fin de controlar aquellas actitudes y conductas que pudieran estar influyendo negativamente en la convivencia escolar.
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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 | 0.011 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.005 | 0.006 |
| Open science | 0.005 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.014 | 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".