Exploring the Protective and Promotive Effects of School Connectedness on the Relation between Psychological Health Risk and Problem Behaviors/Experiences
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 broad construct of school connectedness has been identified as a developmental protective factor due to itsassociation with lower involvement in a variety of problem behaviors. However, resilience research differentiatesbetween protective (lower frequency of problem behaviors primarily in the presence of high risk) and promotive(lower frequency of problem behaviors primarily in conditions of low risk) developmental influences, and thishas been an understudied aspect of school connectedness. This study examined the potential protective andpromotive influences of school connectedness in a sample of 3,220 students in Grades 8, 10, and 12 from fourCalifornia school districts. These youths completed self-reports of their psychological health risk, perceptions ofschool connectedness, and involvement in problem behaviors/experiences. Taking a person-focused data analysisapproach, a series of multinomial logistic regressions found that although school connectedness was protectivefor involvement in problem behaviors/experiences, more support was found for its promotive influences.Implications for research and practice are discussed.
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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 | 0.001 |
| 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