Students' enrollment in engineering: Motivational factors
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
AHUJA M, 2006, IT WORKERS HUMAN CAP, P279; AKILI W, 2005, ASEE IEEE FRONT ED C, P7; Amabile T. M., 1996, CREATIVITY CONTEXT; Blustein D., 1994, CONVERGENCE CAREER D, P139; BUNDY P, 1992, J APPL BUSINESS RES; CHEHADE SM, 2001, ED ENG 21 CENTURY, P81; Chung YB, 1996, J CAREER DEV, V23, P127, DOI 10.1007-BF02359292; Crampton W. J., 2006, INFORM SYST, V7, P226; *DEST, 2008, VIEWS ENG STUD REP S; FIELD A., 2005, DISCOVERING STAT USI; *GCC, FAC STUD STAT GCC EN; Ho R., 2006, HDB UNIVARIATE MULTI; Jain R, 2009, INT J ENG EDUC, V25, P405; KAISER HF, 1970, PSYCHOMETRIKA, V35, P401, DOI 10.1007-BF02291817; KELMAN HC, 1961, PUBLIC OPIN QUART, V25, P57, DOI 10.1086-266996; Kim D, 2002, J ED BUSINESS, P28; KREJCIE RV, 1970, EDUC PSYCHOL MEAS, V30, P607; Kristof AL, 1996, PERS PSYCHOL, V49, P1, DOI 10.1111-j.1744-6570.1996.tb01790.x; Lindenberg S, 2001, KYKLOS, V54, P317; Maslow Abraham, 1987, MOTIVATION PERSONALI; MERTENS R, 2009, CHRISTIAN SCI M 0424; MYBURGH J.E., 2005, MEDITARI ACCOUNTANCY, V13, P35; Nakamura J., 2003, FLOURISHING POSITIVE; Nguyen DQ, 2000, INT J ENG EDUC, V16, P286; NOLAND T, 2003, P 18 ANN C INT AC IN, V18, P150; Otto L. B., 1985, J CAREER DEV, V12, P65; PAOLILLO JGP, 1982, ACCOUNT REV, V57, P785; Prieto Elena, 2009, European Journal of Engineering Education, V34, DOI 10.1080-03043790902835940; REHA RK, 1985, BUSINESS ED FORU FEB, P24; ROBINSON MC, 2005, CANADIAN IT LABOUR M; Roese NJ, 2005, PERS SOC PSYCHOL B, V31, P1273, DOI 10.1177-0146167205274693; Rummel R. J., 1970, APPL FACTOR ANAL; Ryan RM, 2000, CONTEMP EDUC PSYCHOL, V25, P54, DOI 10.1006-ceps.1999.1020; Sohn SY, 2010, INT J ENG EDUC, V26, P205; Tabachnick B. G., 2007, USING MULTIVARIATE S; Vygotsky L. S., 1978, MIND SOC DEV HIGHER; Walstrom K. A., 2008, J INFORM SYSTEMS ED, V19, P43; WHEELER KG, 1983, J VOCAT BEHAV, V22, P1, DOI 10.1016-0001-8791(83)90002-7; Zhang LF, 2007, THINK SKILLS CREAT, V2, P118, DOI 10.1016-j.tsc.2007.09.001; Zimmerman JB, 2007, INT J ENG EDUC, V23, P242
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 it