The Effect of Different Weight Status on Social-Emotional Skills of Adolescents
Bibliographic record
Abstract
Obesity, which can occur due to numerous causes especially from genetics to nutrition disorders, is a major problem not only for adults but also for children. Childhood obesity causes acute and chronic physical problems in children, but physical effects of obesity, as well as psycho-social effects on children, is a substantial issue. This study was conducted to analyze the effect of different weight status on social-emotional skills of adolescents. The research group comprised 189 female and 194 male of 383 total children who were still on the 6th, 7th and 8th grades at the schools. The General Information Form prepared by the researchers and the "Social Emotional Learning Skills Scale" developed by Kabakçı and Korkut Owen were utilized as data collection tools. Two-way analysis of variance and Tukey tests were performed for the analysis of the data. As a result of the study conducted, it is observed that social-emotional learning skills of adolescents aged 12-14 years are significantly different according to their weight status and gender. It has been found that the communication and social-emotional skills of overweight adolescents are significantly lower than normal adolescents and that obese adolescents have significantly lower communication, problem-solving, coping with stress, self-worth increasing and social-emotional learning skills than thin, normal and overweight adolescents. It is observed that male adolescents have significantly lower communication, problem-solving, stress coping and social-emotional learning skills than female adolescents.
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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 | 0.000 | 0.002 |
| 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) | 0.001 | 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".