The consequences of pressure on adolescent students to perform well in school
Bibliographic record
Abstract
The aim of this research was to explore the influence of culture and context on students' motivational orientations, sense of well-being, and academic performance, by investigating differences among three groups of high school students, namely, Hong Kong Chinese, Canadian Chinese and Canadian of European origin on motivational variables and performance. A second goal of this study was to examine the relationship among the motivational variables within each group. 571 grade 12 and 13 students from high schools in Hong Kong and Montreal Canada participated in this study. The results showed that Hong Kong students spent significantly more time studying, but they were more anxious, felt less competent, and received lower grades, than their Canadian counterparts. The relationships among the motivational variables were generally in line with those reported in Western studies. The results clearly showed the influence of culture and context of learning on students motivational orientation and sense of well-being. The undesirable consequences of pressure on students to achieve high grades were discussed.
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How this classification was reachedexpand
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) | 0.001 | 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 teacher head, 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".