The Effects of Social Psychological Variables and Gender on the Grade Point Averages and Educational Expectations of University Students: A Case Study
Bibliographic record
Abstract
This paper uses a social psychological model to examine the educational attainment and expectations of 569 male and female Education students enrolled in a major university in Western Canada. Structural equation modeling was used to examine the effects of gender on six social psychological variables (positive affect, negative affect, interaction with students, interaction with professors, motivation, and self-concept of ability) and the effects of gender and the social psychological variables on the students' grade point averages and educational expectations. In comparison with males, females had higher positive affect and more positive motivation. Two of the social psychological variables, self-concept of ability and interaction with students, had strong effects on grade point average and slightly weaker effects on educational expectations. When the interaction effects of gender and the social psychological variables were added to the analyses, slight increases in the explained variance in grade point average and educational expectations were evident. Females had slightly higher grade point averages than males and males had slightly higher educational expectations than females.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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 source (direct Gemma or distilled Codex), 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".