Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1
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 goal of the present study was to explore the moderating role of teacher—child relationships in the relation between shyness and socio-emotional adjustment in early elementary school. Participants were n = 169 grade 1 children (M age = 76.93 mos, SD = 3.86). Shortly after the start of the school year (September), parents completed an assessment of their child’s shyness. In January/February teachers completed the Student—Teacher Relationship Scale (STRS; Pianta, 2001). At the end of the school year (May/June), child adjustment was assessed by both child and teacher reports. Among the results, shyness and negative teacher—child relationships (i.e., dependent, conflictual) were related to socio-emotional difficulties, whereas close teacher—child relationships were associated with indices of positive adjustment. However, several interaction effects were also observed, with teacher—child relationships moderating the relations between shyness and adjustment. The pattern of results suggested a potential protective role for teacher—child relationships in shy children’s adjustment. Results are discussed in terms of the contributions of teachers to young shy children’s school adjustment.
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 | 0.001 |
| 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 it