Peer Relationship Satisfaction, Self-Efficacy, and Adolescents’ Suicidal Ideation in Selangor, Malaysia
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 occurrence of suicide has become a serious phenomenon throughout the world. This study investigated the relationships between peer relationship satisfaction, self-efficacy and adolescents’ suicidal ideation in Malaysia. The mediation effect of self-efficacy on the relationship between peer relationship satisfaction and adolescents’ suicidal ideation was also examined. A total of 684 school-going adolescents participated in the current study. Pearson correlation and a series of multiple regression analysis were carried out to examine the mediation effect of self-efficacy on the relationship between peer relationship satisfaction and adolescents’ suicidal ideation. The study revealed that peer relationship satisfaction and self-efficacy were negatively correlated with suicidal ideation. This means that adolescents who are more satisfied with their peer relationship and have higher self-efficacy tend to have lower suicidal ideation. Self-efficacy also partially mediates the relationship between peer relationship satisfaction and suicidal ideation. These findings implied that adolescents’ satisfaction with peer relationship is a predictor that impact suicidal ideation, while self-efficacy plays an significant role in the relationship between peer relationship satisfaction and suicidal ideation. Intervention in planning suicide prevention programs should emphasize on both improving peer relationships and increasing self-efficacy among adolescents.
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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 | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 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