An exploratory study of Eastern Ugandan adolescents' descriptions of social withdrawal
Bibliographic record
Abstract
INTRODUCTION: Researchers have identified a variety of motivations for solitude and for social withdrawal. These motivations may differ across cultures. The purpose of this study was to explore Ugandan adolescents' descriptions of solitude and social withdrawal, with the aim of guiding future research on social withdrawal in Uganda. METHODS: Ugandan adolescents' (M = 14.23 years old, SD = 1.63 years) descriptions of solitude and social withdrawal were investigated in a cross-sectional, exploratory study. The sample (N = 219 [106 girls, 90 boys, 23 missing sex data]) was drawn from two primary schools and a secondary school in Eastern Uganda. Adolescents' responses to open-ended questionnaire items about general solitude, conflicted motivations for social withdrawal, and non-conflicted motivation for social withdrawal were coded and categorized. RESULTS: Some of the adolescents' descriptions were consistent with the literature. For example, they described shyness and internalizing emotions, externalizing and socially incompetent behaviors, and poor peer relationships. Some descriptions were unique and likely reflected Uganda's challenges, for instance, family or household factors such as being an orphan. CONCLUSIONS: Results underscored the importance of exploring contextual processes (e.g., parental loss) that might affect Ugandan adolescents' solitude. More generally, the results suggested that solitude should be researched using a broad, synergistic lens that incorporates potential determinants from adolescents and their environments at multiple levels (e.g., person, peer, household, culture).
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How this classification was reachedexpand
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 | 0.000 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".