Family Relationships, Academic Environments, and Psychosocial Development during the University Experience
Bibliographic record
Abstract
A cohort-sequential study was used to assess family and university environments on identity formation and ego strength. A sample of 294 university students entering school in 1994 and 1995 was assessed in the first and second years. Mailed surveys were completed to assess expressiveness and cohesion in the family, intellectual and supportive activity in academic departments, frequency of critical and analytic teaching in courses, and measures of avoidance decision making, dialectic thinking, identity diffusion and identity achievement, and the ego strength of fidelity. Few developmental changes in any of the variables were observed across the 2 years. However, intellectual and supportive academic departments and democratic family life predicted ego strength. Likewise, the effect of intellectual and supportive academic departments on psychosocial functioning was mediated by information management strategies and the use of dialect thought. The evidence suggests that future research should include both direct effects through perceived environments and indirect effects of the environment through mediating social cognitions.
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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 | 0.001 | 0.004 |
| 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 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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".