“stress level” ranking of the psychological burden seen from the students’ self-evaluating optics affecting the academic achievements in the covid-19 conditions
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
The psychological burden, generated “in excess” and experienced in perceptions, deemed as interdependent by the Covid-19 conditions, is a potential factor that affects the students’ life and call for investigation and study. The enforced restrictions to stop Covid-19 infection spread made obligatory the transfer of teaching and learning in the online format. Although it is difficult to inspect anxiety and psychological stress, yet, using specifically built questionnaires based on the theoretical and scientific guidance and in close consultation with the specialists, the present research study is developed. The developed questionnaire was used with the statistical tests applications. It was specified in separate sections that served to clearly defined purposes and hypothesis. The sample used (n=130) was randomly and not obligatorily selected from the Bachelor cycle students of the “Canadian Institute of Technology” University College population. They responded confidentially and the responses were confidentially processed. 30.8% of the selected sample were females and 69.2% were males. The generated anxiety and stress were studied for their impact in the academic achievements and in stimulating the learning abilities and interests. A separate section evaluated the motivating perceptionas regards the motivating style in knowledge transfer. This study intends to find the most effective forms of transferring and evaluating knowledge. In addition, the study lays out the need for analysis in facing the challenges the online teaching and learning processes present in the Covid-19 conditions in order to identify the positive experiences to be brought forward in continuation.
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 | 0.004 | 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 | 0.002 | 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