A Comparison of Learning Styles and Study Strategies Scores of Brunei Secondary School Students by Test Anxiety, Success Attributions, and Failure Attributions: Implications for Teaching At-risk and Vulnerable Students
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
The survey assessed the learning styles and study strategies of 135 randomly selected Brunei secondary school students according to their test anxiety levels, internal-external attributions for success, and internal-external attributions for failing. Four significant differences were obtained on learning styles but only one was found on study strategies. Highly anxious students scored higher on the social-individual learning style than their less anxious peers. Learners who internalize success attributions scored higher on the social-group learning style than counterparts who externalize. Participants with internal attributions for failing scored higher on both the visual-language and expressive-written learning styles than those who externalize reasons for failing. Paradoxically, females were the most affected by test anxiety and yet they outperformed males in mathematics achievement. We discuss plausible explanations for these findings and suggest psychological and educational interventions to address the observed deficiencies. Further mixed-methods research is recommended to gain additional insights into the issues investigated.
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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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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