Antecedents and consequences of student academic worries about the secondary school transition
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
This longitudinal study examined the possible antecedents and consequences of academic worries about the secondary school transition. It had two main goals. The first goal was to examine bidirectional links between student academic worries and their academic amotivation and test anxiety during the last two years of primary school (Grades 5 and 6). The second aim was to investigate the contribution of these factors to student school functioning after the transition. A sample of 341 students (49 % boys; Mage = 10.78) and one of their parents took part in the study. Results of structural equation modeling revealed that test anxiety positively predicted academic worries; academic worries positively predicted amotivation in Grade 6; academic worries and amotivation negatively predicted achievement and positively predicted academic maladjustment in secondary school; and test anxiety positively predicted academic maladjustment in secondary school. Implications for school-based interventions are discussed.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| 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