The Effect of Verbal Self‐Guidance Training for Overcoming Employment Barriers: A Study of Turkish Women
Why this work is in the frame
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Bibliographic record
Abstract
Women over the age of 40 were trained in verbal self guidance, a methodology for training people to identify dysfunctional self‐statements and translate them into positive self‐talk. Subsequently, they ( n = 27) had significantly higher self‐efficacy with regard to re‐employment than their counterparts who had been randomly assigned to a control group ( n = 28). In addition, they persisted in job search behavior significantly more so than those in the control group. Job search self‐efficacy completely mediated the effect of the training program on job search behavior. Consequently, they were more likely to find a job in their area of interest within 6 months and 1 year of training than were those women in the control group. Des femmes de plus de 40 ans d’une société musulmane, ont été formées à l’auto‐régulation verbale, une méthode pour former les personnes à identifier les auto‐évaluations dysfonctionnelles et à les traduire en un dialogue intérieur positif. En conséquence, elles ( n = 27) ont une auto‐efficacité significativement plus élevée en ce qui concerne le retour à l’emploi que leurs homologues du groupe contrôle ( n = 28). De plus, elles persistent significativement plus dans le comportement de recherche d’emploi que celles du groupe contrôle. L’auto‐efficacité dans la recherche d’emploi influence complètement l’effet du programme de formation sur le comportement de recherche d’emploi. En conséquence, elles étaient plus susceptibles de trouver un emploi en accord avec leur centre d’intérêts en moins de 6 mois et 1 an de formation que les femmes du groupe contrôle.
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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 | 0.000 | 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 | 0.000 |
| 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