Psycho-Emotional State of Students with Special Educational Learning Needs
Bibliographic record
Abstract
This article is devoted to the study of the psycho-emotional state of students with special educational needs in education. The primary objective of the study was to study the theoretical views of domestic and foreign researchers on the psycho-emotional state and manifestation of anxiety; to conduct a theoretical analysis of the relationship of stress and the learning process; to clarify the manifestation of anxiety among students with special educational needs of our University in the learning process. The hypothesis of the study was as follows: for students with special educational needs, the learning process is accompanied by a manifestation of anxiety and harms their psycho-emotional state. The results obtained in the course of the study led to the conclusion that students with special educational needs in the learning process involve a range of factors that determine the behavioural reactions of frustrating nature. And that is why, because of the mismatch of opportunities, priorities, there is an increase in the normative level of anxiety, which affects their overall psycho-emotional state.
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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 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 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".