Çocukluk Çağı Travmaları Ve Bağlanma Özellikleri Ile Obsesif Inanışlar Ve Obsesif-Kompulsif Belirtilerin Ilişkisinde Dünyaya Ilişkin Varsayımların Aracılık Rolü: Üniversite Öğrencilerinde Bir Değerlendirme
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
The aim of the current study is to investigate the mediator role of worldview assumptions in the relationship between childhood traumas and attachment features with obsessive beliefs and severity of obsessive-compulsive symptoms. In this context, the relations of childhood traumas, attachment features, and worldview assumptions with obsessive beliefs and obsessive-compulsive symptoms were assessed. In addition, whether the variables in this study differ as a function of gender was investigated. Sample of the study consisted of 432 (% 78.4) female and 119 (% 21.6) male college students (total 551) attending various universities in Turkey. The average age of participants was 20.8 (SD = 2.74). The participants filled the “Childhood Trauma Questionnaire (CTQ)”, “Adult Attachment Style Scale”, “Worldview Assumptions Scale (WAS)”, “Obsessive Beliefs Questionnaire (OBQ)” ve “Vancouver Obsessive Compulsive Inventory (VOCI)” followed by demographical information form in an electronic environmen
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.004 | 0.005 |
| Meta-epidemiology (broad) | 0.004 | 0.002 |
| Bibliometrics | 0.004 | 0.003 |
| Science and technology studies | 0.006 | 0.004 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.005 | 0.001 |
| Research integrity | 0.007 | 0.006 |
| Insufficient payload (model declined to judge) | 0.003 | 0.004 |
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