Chinese Kindergarten Teacher Beliefs, Attitudes and Responses Towards Social Behaviours in the Classroom: Examining Social Withdrawal and Social Engagement
Bibliographic record
Abstract
The purpose of this study was to examine Chinese teachers' beliefs, attitudes and responses towards social withdrawal (shyness and unsociability) and social engagement (exuberance and prosocial behaviour) within the classroom context.The sample included N=672 (in-service) Chinese kindergarten teachers from Shanghai and surrounding areas.Teachers were presented with a series of vignettes depicting hypothetical children displaying shy, unsociable, exuberant, and prosocial behaviours.Following each vignettes, teachers responded to a series of questions assessing their responses (e.g., intervene), emotional reactions (e.g., worry, anger), attitudes (e.g., tolerance), and beliefs (e.g., perceived social and academic implications).In general, teachers appeared to be more concerned towards shy and exuberant behaviours as compared to unsociable and prosocial behaviours across a variety of response items.Further, teachers made distinctions among the subtypes of social withdrawal and social engagement.Results are discussed in terms of implications for the classroom, cultural differences, and suggestions for future research.
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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 | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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".