Exploration des liens entre la motivation envers les activités d’orientation et d’information scolaire et professionnelle et l’indécision de carrière des étudiants du collégial
Bibliographic record
Abstract
Research has shown that the more students carry out activities related to their vocational development for pleasure, the less they will be undecided. Thus, intervening to encourage the motivation of college students towards these activities could constitute a way to remedy their career indecision. The aim of this research is therefore to verify whether the motivation to carry out activities promoting vocational development leads to a decrease in the level of indecision of college students. In this longitudinal research conducted with more than 830 students, the results indicate that it is rather the level of indecision that determines the motivation of the students and not vice versa. Thus, the results suggest relying on intervention strategies with regards to student indecision rather than investing in motivational strategies to counter it. Yet, further studies are necessary to better understand this phenomenon among college students. Keywords: motivation, autonomy, career indecision, vocational indecision, young adults, educational and vocational activities, psychological needs
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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 | 0.004 | 0.013 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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 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".