Understanding Emotions as a Unique Predictor of Social Self-Realization in Part-Time and Full-Time Students
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Bibliographic record
Abstract
<p>Self-realization, as a psychological phenomenon that combines well-pronounced motivational and cognitive-evaluative components, largely determines adaptive resources of a person. This article analyzes the relationships among three types of self-realization, basic personal traits, professional experience and emotional intelligence of young adults on a sample of 125 students (girls and boys) of the Southern Federal University. A part of the sample consisted of part-time students who combined work and professional training (n=51), the rest were full-time students in their respective fields of study (n=74). The study tested three research hypotheses, namely that: (1) The respondents would report relatively low level of social self-realization, in comparison with professional and personal self-realization; (2) Significant differences would be observed in indicators of social self-realization, but not in emotional intelligence, between the sub-samples of part-time and full-time students; (3) Professional experience, basic personal characteristics and individual indicators of emotional intelligence would contribute to the respondents' subjective assessment of their social self-realization. Results of ANOVA, correlational and regression analysis of data collected using psychodiagnostic techniques by Kudinov (self-realization profiles), Lyusin (EmIn), and Sschebetenko (Big Five-2), by and large, confirmed all three study hypotheses, in particular and most importantly &ndash; about the differences between the two categories of respondents in the level of their social self-realization and in various combinations of its predictors, specifically, about the unique role of the &lsquo;understanding emotions&rsquo; factor. The article also discusses the importance of self-realization for successful social adaptation of young people and describes various psycho-correctional and psychological-pedagogical methods, including specialized training of emotional intelligence, designed to compensate for low social self-realization.</p>
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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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 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