Intervention Class Study to Promote a Morning-Typed Life for Japanese Junior High School Students Using a Picture Leaflet as a Teaching Subject
Bibliographic record
Abstract
An intervention study was performed as a class (50 min for 136 junior high school students aged 13-14 years old) using a picture leaflet for junior high school students. The leaflet shows a detailed model day for “morning-typed student” versus “evening-typed one” based on several scientific evidences so far. An integrated questionnaire was administrated just before the intervention class and also one month after the class and the effects of class was evaluated. The questionnaire included the Diurnal Type Scale (DTS) which Torsvall and Ǻkerstedt (1980) constructed, and questions on sleep habits, mental health and breakfast contents. Among the students who occupied 75% as the morning- and medium typed populations before the intervention, students who increased the number of dishes at breakfast after the intervention class did not significantly shift their DTS scores (p=0.200), while students who did not change the number shifted their DTS scores to more evening-typed (p=0.012). Among ones who occupied 25% as evening-typed, students who increased the number of dishes significantly shifted their DTS to morning-typed (p=0.026), while ones who did not change the number did not change their DTS (p=0.893). In the whole, although the students experienced the intervention class, there were no significant effects to shift their diurnal rhythm into morning-typed direction, because the month after the intervention is the winter holidays (December-January). The intervention study may be effective for students to prevent the shift of their diurnal rhythm into “evening-typed”, even though the teacher of the intervention class has no previous knowledge on sleep sciences at all and study the leaflet for only 2 or 3 hours just before the class.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.008 | 0.001 |
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".