The Impact of Digitalisation on Slovenian Primary School Students in Eighth Grade
Bibliographic record
Abstract
Abstract Society is rapidly moving towards a digitalised future, encouraged by national and European guidelines and strategies. Use of computers, tablets and smartphones is not reserved only for adults: adolescents use them extensively for schoolwork and leisure activities. Although Internet use has many advantages, some students use it extensively in a way that harms them. The Problematic Internet Use Questionnaire used in a nationally representative sample of Slovenian primary school students in the eighth grade showed that one-quarter of them were problematic Internet users. Comparison of problematic and nonproblematic Internet users in the eighth grade showed different patterns of spending their free time: screen time prevailed in the first group. Problematic Internet users showed statistically significant lower levels of self-control in comparison with nonproblematic Internet users; they also reported a less favorable relationship with their parents. Evidence from abroad show that problematic Internet users among students are less successful at school. Career prospects of problematic Internet users are smaller, where discipline and self-control is expected. Adolescents need help in recognizing harmful effects of modern digital technologies and in learning to control their time spent on the Internet.
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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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
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".