Canadian Students' Perceptions of Teacher Characteristics That Support or Inhibit Help Seeking
Why this work is in the frame
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Bibliographic record
Abstract
The purpose of this study was to examine students' perceptions of teacher characteristics that support or inhibit help seeking, using the critical incident technique, and to explore the feelings students experience in seeking help from teachers. 115 students (grades 2-7) in 6 suburban elementary schools participated in a semistructured interview. An inductive analysis of the interview transcripts yielded 10 broad categorical descriptors of teacher characteristics that students perceived as supporting or inhibiting their help seeking. These included teacher willingness, competence, reactions to help seeking, expectations, personality traits, relationships with students, predictability, familiarity, gender, and mood. We provide rich descriptions of responses in each category. Help-seeking interactions evoked strong feelings in students that related to how comfortable they were in seeking assistance from teachers. Results are discussed in relation to previous research and implications for teaching.
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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 | 0.001 | 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) | 0.062 | 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