Voices of Introverted CYC Students: A Course-Based Qualitative Inquiry into the Lived Experiences of Introverted Students in the Classroom and the Field
Bibliographic record
Abstract
This qualitative course-based study explored the lived experiences of introverted child and youth care (CYC) students in the classroom and the field of practice. An interpretive research paradigm was chosen to guide the research design, as this is aligned with the ontological underpinnings of relational-centered CYC practice, which holds the view that multiple realities and perspectives exist and that these are shaped by experiences and contexts. A nonprobability purposive sampling strategy was used to recruit undergraduate CYC students at MacEwan University who self-identified as “introverts.” A data-collection triangulation method was employed, with semi-structured face-to-face and remote interviews and a focus-group conversation. A reflective thematic analysis revealed six significant themes uncovering underlying meanings, concepts, and patterns within the datasets for the three questions posed to participants: a) shyness, b) low social battery, c) comfortable spending time alone and having quiet time, d) quiet energy is my superpower, e) beyond small-talk, and f) honoring my quietness.
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.
How this classification was reachedexpand
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 | 0.006 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".