Links between psychological disengagement from school and different forms of self-esteem in the crucial period of early and mid-adolescence
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
Abstract The purpose of this study was to test the links between psychological disengagement from academics and self-esteem during two different periods of adolescence. Previous research provided mixed findings on the links between both psychological disengagement mechanisms (i.e., discounting and devaluing) and self-esteem. To clarify this relationship, global self-esteem as well as self-esteem in school attainment and social domains were assessed among 142 early-adolescents (aged 11 to 12) and 172 mid-adolescents (aged 13 to 15). According to the Psychological Disengagement Model, it was predicted that experience of personal deprivation due to perceived relative academic underachievement would be associated with discounting of academic grades. In turn, a link between discounting and devaluing from school was expected. Both psychological disengagement mechanisms were predicted to harm global self-esteem and self-esteem in the school attainment domains. However, discounting and devaluing were expected to increase self-esteem in the social domains among mid- rather than early-adolescents. Path analyses support in part prediction. Both psychological disengagement mechanisms played a different role on global and domain-specific self-esteem. Among early-adolescents, discounting reduced global self-esteem and self-esteem in school attainment domains. Findings pointed to the self-protective role of discounting on self-esteem in social domains among mid-adolescents as well as the non-protective function of devaluing on global self-esteem, school attainment and social domains of self-esteem. This study contributes by clarifying the links between psychological disengagement from academics and self-esteem at two distinct periods in adolescence and the specific domains of self-esteem.
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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 | 0.000 |
| 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