Friendship as a predictor of adjustment following a transition to formal academic instruction and evaluation
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
Most school transitions are characterised by sweeping changes in children's social and learning environments, often accompanied by important biological and cognitive changes; the multiple changes occurring within the child and the environment make the results of school-transition studies difficult to interpret. Italian elementary school children experience a marked transition in teaching and evaluation style at the end of second grade, but do not change schools. Formal academic instruction begins and pupils' progress begins to be evaluated individually by means of oral examinations. The present longitudinal study focuses on the role of friends during this transition. The participants were pupils of 17 classes in 11 schools in the city of Florence, Italy, and surrounding towns. Self-reported liking of school decreased sharply after the transition. There were some indications that having friends contributed overall to successful adjustment after the transition, especially in terms of children's liking of school. There was also some evidence that friendship is an asset to children undergoing stressful life experiences. Both children's liking of school and their antisocial behaviours were predicted by their friends' attitudes toward school and their friends' antisocial behaviour.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 |
| 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