Peer Influences on Young Teen: An Emerging Taxonomy
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
Purpose of the Study Tom Peters recently proclaimed that the future of reading is very much in doubt, stating, this century, reading could soar to new heights or crash and burn. (1) However, although adult book sales are in decline, teens are buying books at a record rate. Publishers Weekly/Institute for Publishing Research (PW/IPR) Book Sales Index reports that although adult trade sales are expected to fall by 4 percent in 2009, juvenile and teen book sales are expected to increase by 5.1 percent. (2) Although teens represent the future of reading, very little is known about their reading habits or what influences their reading choices. The research study discussed in this paper examines the role of recreational or pleasure reading in the lives of 12 to 15-year old residents of the Halifax Regional Municipality, Nova Scotia, Canada. The study as a whole was guided by three key research questions concerning the pleasure reading habits of young teens: 1. What role does reading for pleasure fill in the lives of young teens (ages 12 to 15)? 2. What are the main barriers to reading for this age group? 3. What are the main motivators to reading for this age group? This paper describes one particular aspect of the broader study: the role of peer influences in supporting or motivating teens' recreational reading habits. Literature Review Reading Motivation Several researchers have observed that children and teens whose parents are nonreaders are more likely to be nonreaders themselves. (3) Heather also noted that a tendency to share books with friends was a positive encouragement for pleasure reading. (4) Several researchers have attempted to identify factors that motivate teens and adults to maintain the pleasure reading habit. In her year-long study of class of American seventh-grade students, Beers classifies participants as dormant readers, uncommitted readers, unmotivated readers, and avid readers. (5) Similarly, in her study of Australian youth and their reading habits, Nieuwenhuizen identifies four parallel classes of teen readers. (6) Both Beers and Nieuwenhuizen explore the characteristics shared by members of the avid reader group and conclude that avid readers tend to have the most highly educated parents and the greatest amount of preschool exposure to books and reading. Beers and Nieuwenhuizen also note the importance of freedom of choice as a key motivating factor; subjects in both studies disliked assigned reading and preferred to select their own reading materials, which were often comics or magazines. These conclusions are consistent with those of Krashen, who stresses that three factors are key motivators of pleasure reading: free choice, opportunity for recreational reading, and access to preferred materials. (7) Everyday Life Information Seeking Research into teen everyday life information seeking (ELLS) yields some relevant findings. Poston-Anderson and Edwards asked twenty-eight teen girls about the role of information in helping them deal with their life concerns. (8) Few of the participants believed that libraries could help them solve their problems, and they turned to family, friends, or teachers for information instead. In a later study examining how teen girls find information about jobs and education, Edwards and Poston-Anderson found that their subjects performed little or no formal information seeking; instead, they turned to their mothers and, significantly less often, to their fathers, for advice. (9) Julien's examination of Canadian teens' information-seeking for career decisionmaking showed a similar pattern: the teens in her study felt overwhelmed by decisionmaking and did not know where to turn to get information or even what questions to ask to obtain the information they wanted. (10) Latrobe and Havener conducted a study of the information-seeking behavior of eighteen eleventh graders in six categories of information need: course-related activities, current lifestyles, future plans, relations with others, health, and general information (current events, politics, religion, etc. …
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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 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.016 |
| Open science | 0.001 | 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 it