الالکسیثمــــیا وعــلاقتهــا بالتــوافـــق النفســـی للتــــلامــــیذ ذوی الصعـــوبــات التعلـــم Alexithymia and its relationship with the psychological Adjustment of students with learning disabilities
Bibliographic record
Abstract
تهدف الدراسة الحالية إلى التعرف علي الالکسيثميا وعلاقتها بالتوافق النفسي للتلاميذ ذوي الصعوبات التعلم ، وإذ تحدد البحث عينة من التلاميذ ذوي صعوبات التعلم بمحافظة القاهرة والسويس، وبلغت عينة البحث (80) من التلاميذ ذوي صعوبات التعلم، وتراوحت أعمارهم بين (12 إلى 14 سنوات) ، واستخدمت الدراسة الأدوات التالية " مقياس الالکسيثيما (إعداد الباحثة)، ومقياس التوافق النفسي (إعداد .د/زينب شقير،2003)، وبعد التأکد من خصائصهم السيکومترية تم تطبيقهم على عينة البحث ، وتم معالجة البيانات بالطرق الاحصائية المناسبة، وتوصلت الباحثة إلى النتائج التالية : توجد علاقة ارتباطية ذات دلالة إحصائية بين الالکسيثيما والتوافق النفسي لدى عينة من التلاميذ ذوي صعوبات التعلم. توجد فروق دالة احصائياً بين الأطفال ذوي صعوبات التعلم مرتفعي ومنخفضي الألکسيثميا في التوافق النفسي لصالح منخفضي الألکسيثميا. يمکن التنبؤ بالالکسيثيما لدي التلاميذ ذوي صعوبات التعلم من خلال دراسة التوافق النفسي لديهم. Psychological Adjustment of students with learning disabilities. The study identified a sample of students with learning disabilities in Cairo and Suez Governorate. The sample of the study was 80 students with learning disabilities, ranging from 12 to 14 years, The study used the following tools: the Alexithymia scale (the researcher's preparation) and the Psychological Adjustment measure (Zinab Shuqair, 2003). After confirming their cytometric properties, they were applied to the research sample. The data were processed by the appropriate statistical methods. § There is a statistically significant correlational correlation between Alexithymia and Psychological Adjustment in a sample of students with learning disabilities. § There are statistically significant differences between children with high learning disabilities and low Alexithymia in psychological adjustment for the benefit of Alexithymia. § Alexithymia can be predicted for students with learning disabilities through their Psychological Adjustment study.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.041 | 0.007 |
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 source (direct Gemma or distilled Codex), 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".