Positive Peer Relationships Facilitate Adjustment in the Transition to University for Emerging Adults With ADHD Symptoms
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
Many emerging adults, particularly those with attention-deficit/hyperactivity disorder (ADHD) symptoms, struggle to manage the developmental and contextual changes that accompany the transition to university. We examined new students’ formation of positive peer relationships as facilitators of their good university adjustment and as buffers of their ADHD symptom levels. Participants were 571 new university students who had moved away from home to attend university. Sociometric procedures indexed participants’ social acceptance and reciprocated friendships with university peers. Participants completed questionnaires on ADHD symptoms, internalizing difficulties, and attachment to university. Academic transcripts were obtained from the registrar. Students with high ADHD symptoms displayed poorer adjustment overall. However, peer acceptance and reciprocated friendships incrementally predicted better attachment to university, while peer acceptance predicted higher year-end grade point average. Buffering effects of friendships on internalizing difficulties and attachment to university were strongest for those with high ADHD symptoms. Implications for service provision are discussed.
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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 | 0.000 | 0.000 |
| 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 | 0.000 | 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