Motivation, engagement, and social climate: An international study of boarding schools.
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
Most educational climate research is conducted among (day school) students who spend the bulk of their young lives outside of school, potentially limiting the amount of climate variance that can be captured. Boarding school students, on the other hand, spend much of their lives at school and thus offer a potentially unique perspective on educational climate. The present study comprises an international sample (United States, Canada, United Kingdom, and Australia) of 3,274 high school students from 121 boarding houses nested under 21 schools. The study is a multilevel one that explores variance in boarding house motivation, engagement, and social climate at multiple levels of a nested educational structure: student, boarding house, and school. Once sociodemographic, prior achievement, personality, and boarding characteristics were entered as covariates, findings showed that on all climate measures there is greater variation from student-to-student than there is from house-to-house or school-to-school. Interestingly, house climate ratings tended to vary more from school-to-school, than from house-to-house. Of the covariates, gender, personality, and time spent in boarding school predicted numerous motivation, engagement, and social climate factors. Overall, findings suggest that boarding house climate is very much in the eye of the individual boarder. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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 | 0.002 | 0.001 |
| 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