Effect of Self-Esteem Enhancement Program on level of self-esteem among School Children: A Pre Experimental Study
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
An experimental study was conducted to assess the effect of self-esteem enhancement programme on the selfesteemof school going adolescents in selected schools of Kottayam district. The research design used was onegroup pretest, post test design. The study was conducted among 8th standard Malayalam medium students of aselected school in Kottayam district of Kerala State. The sample consisted of 62 students, recruited using purposivesampling. The data were collected, using self report questionnaire- Socio demographic data and Self-esteeminventory (Thomas 1984). Structured intervention programme comprised of 10 sessions and each session was for45 minutes. Post assessment was done one week after the structured intervention programme, using the sametool. Data were analyzed using descriptive and inferential statistics. The study findings revealed that majority ofthe study group were having average self – esteem, there was significant improvement in the mean self- esteemof sample in the post assessment. There was no significant relationship between adolescent’s self-esteem anddemographic variables. Based on the findings of study it is important to focus on primary prevention, andprogrammes to enhance self-esteem of adolescents should be formulated and implemented.
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 | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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