Examining the Relationships Between Adverse Childhood Experiences, Student Generational Status, and Exam Performance in Emerging Adult Undergraduates
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
Objectives: We aimed to understand how adverse childhood experiences (ACEs) correlated with undergraduates’ examination performance, while looking at the contributions of attentional control and resilience. Methods: Students aged 18–25 years were recruited from first-year Psychology classes (Total N = 488). ACE scores, as well as the Attention Control Scale and the Brief Resilience Scale, were measured in conjunction with students’ first exam score of the semester. Results: Participants with no (0) and high (4+) ACE burden had higher resilience compared to those with moderate (1–3) ACE burden. Higher examination scores related to greater levels of attentional control, but no relationship was found with resilience or ACEs. Conclusions: Contrary to predictions, ACEs were related to resilience but in a non-linear fashion. Students with highest ACE burden require further study to understand factors contributing to their academic and personal resilience.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 it