Cognitive Complexity of Expectations and Adjustment to University in the First Year
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
Expectations about university and subsequent adjustment in the first year were examined in a longitudinal study of the transition to university. Two hundred and twenty-six students (158 females and 68 males) completed a preuniversity questionnaire in the summer prior to beginning university, and another questionnaire in February of their first year. The preuniversity questionnaire contained measures that assessed perceived stress and the amount and sources of information students had about university, as well as open-ended questions concerning their expectations about university. Responses to the open-ended questions were coded for integrative complexity of thought. The February questionnaire contained measures of adjustment to university. Results indicated that students with more complex expectations about university tended to adjust better to stressful circumstances than did students who had simpler expectations. The stress-buffering properties of complex expectations are discussed, as are some of the factors that may contribute to more complex thinking about university.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 | 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