The Development of Creative Thinking as a Tool of Social Adaptation of Teenagers with Behaviour Deviation
Bibliographic record
Abstract
The purpose of this study was to examine whether the activities aimed at developing creative thinking had rendered the social adaptation of adolescents with deviant behaviour smooth and evaluate the changes which had resulted from that engagement. The research data were collected through the use of project checklists, student learning outcomes analysis, interviews with teachers and parents, questionnaires. This study used SPSS and SmartPLS statistical analysis tools to analyze the above data and Textalyser application to process the focus group responses. The study found that the participation of the secondary school students with behaviour deviation in legacy projects make their social adaptation easier, improves their social skills and creative thinking style. This study confirms that there is a positive relationship between socially important creative activities, learning motivation and development of creative thinking styles. It has been found that, despite the considerable amount of research regarding the use of creative activity to develop social adaptation skills in adolescents, the problem of social adaptation of adolescents with behaviour deviation has not been sufficiently explored through engaging them in activities aimed at developing creative thinking. The process of social adaptation of adolescents with behaviour deviation is complex and the creative component is in place there, since it supplies the educational process with irreplaceable pedagogical tools that have the potential to "restart" the student’s physiological and psycho-motivational spheres.
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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 | 0.001 | 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 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".