The relation between body image satisfaction and self-esteem to academic behaviour in pre-adolescent and adolescent girls and boys
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
Relatively little is known about the relation between body image satisfaction and self-esteem to academic behaviour in pre-adolescent and adolescent girls and boys. The current study is guided by three research questions. The first question is to examine how does body image satisfaction and self-esteem relate individually and collectively with academic behavior? The second question is to examine how much do the relationships between body image satisfaction, self-esteem and academic behavior differ across grades 7, 8, and 9? The third question is to examine how much do the relationships between body image satisfaction, self-esteem and academic behavior differ across genders? A correlational research design is adopted for this study. The data is analyzed using multiple regressions to examine various relations. This study analyzed secondary data gathered from 161 girls and boys from a junior high school in Winnipeg, Manitoba, Canada as part of the school plan for the 2011 - 2012 academic year. Self-esteem had high positive correlation to academic behavior for both girls and boys across grades 7 - 9. Other highlight was that only for grade 9; body image satisfaction had a low positive correlation to academic behaviour.
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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 | 0.000 | 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 | 0.001 |
| 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