DIFFERENCES AND RELATIONSHIPS ON SELF-EFFICIENCY AND DISCIPLINE CHARACTER OF HIGH SCHOOL STUDENTS
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
Currently, students' self-efficacy and discipline are very important, especially at the high school level to help students improve their learning abilities. This study aims to answer the research question, namely how the results of descriptive statistics on self-efficacy variables and the disciplinary character of high school students in physics subjects. Are there differences and relationships between self-efficacy and the disciplinary character of physics high school students? The method used in this study is a mixed method. The research results are based on the t test which states that the comparative data is smaller than 0.05 and the correlation test which states the data results are smaller than 0.05. The conclusion of this study is the difference and relationship between self-efficacy and character discipline of students at Senior high school 5 Jambi City and Alberta High School Diploma in physics subjects. The update of this research is that knowing the relationship between self-efficacy and disciplinary character can be used as a source of good research in the future and for teachers and schools at the high school level. This research is limited by high school level and physics subjects.
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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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 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