OFICINA VIDA EMOCIONAL: repercussões no bem-estar subjetivo de adolescentes
Bibliographic record
Abstract
A presente pesquisa quantitativa objetivou desenvolver a Oficina Vida Emocional e avaliar os seus impactos nos participantes, por meio da medição dos afetos positivos e negativos, de um grupo de 12 discentes (grupo experimental) do 9º ano do EF, de uma escola pública de Porto Alegre, comparados com um controle (n= 28). Ao compararmos os resultados das médias dos estudantes, antes e depois da Oficina, verificamos que o grupo experimental, no Pós-teste, teve aumento significativo nas médias nos Afetos Positivos (AP). Nos Afetos Negativos (AN) houve modificação na direção esperada reduzindo, embora não tenha sido significativa. Inferimos, que os adolescentes melhoraram seus níveis de Bem-Estar Subjetivo, na dimensão emocional, pois tiveram aumento nas médias dos AP e redução nas médias dos AN, após a participação na Oficina Vida Emocional.Palavras-chave: Educação emocional. Adolescentes. Escola. Afetos positivos e negativos. Bem-estar subjetivo.EMOTIONAL LIFE WORKSHOP: repercussions on subjective well-being of adolescents Abstract: This quantitative research aimed to develop the Emotional Life Workshop and assess their impacts on participants, through the measurement of positive and negative affect, of a group of 12 students (experimental group) of the 9th grade of Middle School, of a public school in Porto Alegre, compared with a control (n = 28). Comparing the results of the averages of students before and after the workshop, we find that the experimental group in the post-test had a significant increase in the average Positive Affects (PA). In Negative Affects (NA) there was a change in the expected direction, although it was not significant. We infer that teens have improved their levels of subjective well-being, emotional dimension, because had increase in averages of PA and reduction in the average of NA, after participating in the Emotional Life Workshop.Keywords: Emotional education. Adolescents. School. Positive and negative affections. Subjective well-being. TALLER VIDA EMOCIONAL: impacto en el bienestar subjetivo de adolescentesResumen: Esta investigación cuantitativa pretende desarrollar el taller de vida emocional y evaluar su impacto en los participantes, a través de la medición del afecto positivo y negativo, de un grupo de 12 alumnos (grupo experimental) de 9 º año de lo EF, una escuela pública en Porto Alegre, en comparación con un control (n = 28). Comparar los resultados de los promedios de los estudiantes antes y después del taller, nos encontramos con que el grupo experimental en la prueba post, tenía un aumento significativo en el promedio de los afectos positivos (AP). En el afecto negativo (AN) hubo cambios en la dirección esperada, aunque no fue significativa. Deducimos, que los adolescentes mejoraron sus niveles de bienestar subjetivo, dimensión afectiva, porque había aumento en el promedio de AP y reducción en el promedio del AN, después de la participación en el taller La vida emocional.Palabras clave: Educación emocional. Adolescentes. Escuela. Afectos positivos y negativos. Bienestar subjetivo.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".