The Promise of Autonomy Supportive Contexts to Promote Youth Participatory Competence
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
A municipal youth citizenship initiative was implemented with the aim of providing adolescents with autonomy supportive contexts to plan and implement activities that were meaningful to youth and contributed to the collective good. The study purpose was to assess whether autonomy support, operationalized as instrumental practitioner support, influenced youth perceptions of participatory group competence beyond individual level factors. Youth participated in groups of 8 to 20 peers with practitioners facilitating youth participation in collective decision-making, planning and activity implementation. Cross-sectional surveys were completed by 79 of 113 eligible youth participants actively involved in the citizenship initiative implemented during the 2003-04 school year. Practitioner support was significantly related to participatory group competence, beyond perceived self-efficacy and age. Study findings suggest that there may be some merit to the implementation of youth citizenship initiatives that create autonomy supportive contexts and allow youth the opportunity to develop their participatory competence. Experiences such as this may allow young people to flourish as individuals and citizens and thus realize their full potential.
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 | 0.008 | 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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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