Worries About Middle School Transition and Subsequent Adjustment
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
This longitudinal study had three objectives: (a) to identify different profiles of second-year middle school students (Grade 8) in terms of academic, emotional, and social adjustment; (b) to test the contribution of worries at the end of Grade 6 to distinguish these profiles; and (c) to examine the moderating effect of mastery (MG) and performance goal (PG) structures in language arts class (Grade 7). A total of 342 mother-adolescent dyads participated in the study. Cluster analyses revealed three adjustment profiles: a well-adjusted group (WA), a socioemotionally adjusted group (SEA), and a socially adjusted group (SA). Hierarchical multinomial regression analyses showed that students who expressed worries had a lower probability of being in the WA. However, students who had a teacher who emphasized MG had a greater probability of being in the WA. Finally, worries about peers and teachers lowered the probability of being in the WA for students exposed to PG. Results are discussed in light of their implications for the literature on student adjustment, the elementary-to-middle school transition, and classroom goal structure.
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