Friendship networks and social, school and psychological adjustment in Chinese junior high school students
Bibliographic record
Abstract
Abstract The purpose of the study was to examine friendship networks and their associations with social, academic and psychological adjustment in Chinese high school students. A sample of 296 eighth grade students, aged 14 years, in two junior high schools in Shanghai, P. R. China, participated in this study. Information on social functioning, social preference, leadership, school‐related competence and problems, academic achievement, and psychological adjustment including loneliness and perceived competence was obtained from multiple sources. By using a computer‐based network analysis program, NEGOPY, friendship groups, liaisons, dyads and isolates were identified. It was found that children who belonged to friendship groups differed from those who had only one or two mutual friends and those who were completely isolated on indexes of social, emotional and school adjustment. Compared with dyads who had mutual friends, group members had higher scores on social and school competence and lower scores on learning problems and loneliness, suggesting that friendship networks might represent a phenomenon distinct from dyadic relationships. Finally, children who had behavioral and academic problems had difficulties not only in getting involved in group networks but also in establishing mutual friendships in the class. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 5–17, 2003.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".