Analyzing Predictive Role of Pre-Service Teachers’ Occupational Anxiety Level on Positive Emotions
Why this work is in the frame
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Bibliographic record
Abstract
The objective of this study is to examine the predictive role of pre-service teachers’ professional anxiety on positiveemotions. The relational screening model was adopted in the study. 484 pre-service teachers were selected from theFaculty of Education in Kırıkkale University with stratified sampling method for sample. Occupational AnxietyScale and Dispositional Positive Emotion Scales were applied to sample group. Correlation and multiple regressionanalysis were used to analyze the data. Correlation analysis revealed that the relations between contentment andoccupational exam centered anxiety and socio-economic centered anxiety have the highest scores, whereas therelations between compassion and socio-economic centered anxiety and school management centered anxiety havethe lowest scores. Results of multiple regression analysis indicated that occupational exam centered anxiety andsocio-economic centered anxiety are significant predictors of positive emotions but job oriented anxiety, interactionwith students centered anxiety, colleagues and students’ parents centered anxiety, self-development centered anxiety,adaptation self-development centered anxiety and school management centered anxiety isn’t a predictor for positiveemotions. Suggestions for decreasing the pre-service teachers’ occupational anxiety level were presented at the endof the study.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 it