Bibliographic record
Abstract
The purpose of the study is to determine the extent to which a program for parents to assist their adolescent children in career development, facilitates the adolescent's level of career maturity and perceptions of family cohesion and adaptability. The study design employed an experimental and control group. The treatment consisted of a structured program designed for parents to assist in the career development of their children. The sample for the study consisted of 40 volunteer families from five schools. Each family had a child in grade ten or eleven. A four week time period was allowed for the treatment portion of the study. Families were pretested and posttested on the Career Planning, Career Exploration, Decision Making, and World of Work Information Scales of the CDI (Super et al., 1980), FACES (Olson et al., 1978), and a questionnaire measuring changes in career maturity and dyadic formation. Each family in the experimental group was interviewed to determine the effectiveness of the program from their own viewpoint. A multivariate analysis of variance with repeated measures was used for the analysis of the data. A significant difference was found for the adolescents of the experimental group in career maturity, family cohesion, and career maturity and dyadic formation items of the questionnaire. There was no significant treatment difference for family adaptability. One significant interaction effect, that of -treatment by school, indicated there was a slight tendency for students of one school to improve more than students in other schools. Interviews were conducted with the parents in the experimental group to understand specific changes in career maturity, family adaptability and cohesion, and dyadic formation brought out by the quantitative variables.
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How this classification was reachedexpand
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 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".