The Relationship Between Class Environment and Psychological Suzhi of Minority Middle School Students in Yunnan
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
In this study, 1307 minority middle school students in Yunnan are surveyed. This study uses survey questionnaires to observe the relationship between classroom environment and psychological suzhi of minority middle school students. The results show that: (a) the psychological suzhi of the Bai middle school students in terms of cognitive qualities, adaptability and psychological suzhi overall score is significantly better than the Yi and Hui students; (b) there is a significant positive correlation between the factors of teacher-student relationship, order and discipline, competition, the relationship between students in the class environment and minority students’ psychological suzhi; there is a significant negative correlation between the factors of the burden of learning in the class environment and the psychological suzhi of minority middle school students; (c) the factors of the teacher-student relationship, competition and the relationship between students in class environment have a significant positive prediction function on the psychological suzhi of minority middle school students.
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 | 0.004 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 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