Students Internet usage: psychological and pedagogical aspects
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
The article presents the results of studying the psychological characteristics of students in connection with their digital behavior. Authors assume that digital behavior of students can be associated with the features of their self-awareness, self-appraisal and value-semantic sphere. In addition, the importance of individual components in the hierarchy of educational values is studied in connection with personality characteristics. The study involved 102 people - students specializing in the social sciences and humanities. As a result, the authors found that students’ digital behavior in terms of the online presence is associated with their self-awareness, self-appraisal and value-semantic sphere. Students who spend online less than three hours a day will be more active, extroverted and confident in their real life (offline) than those who spend more time online. The importance of individual components in the hierarchy of educational values is associated with the features of self-awareness, self-attitude. Self-appraisal, self-confidence, sense of independence and high appreciation of one’s individuality are associated with a greater intellectual need, a more active and conscious desire to improve their own competence.
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 | 0.001 | 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