Bibliographic record
Abstract
Students as main founders of science and knowledge production have effective role in the advancement of the country.So, strengthening the happiness and prosperity in the university is very important, so that it brings well -being of students health and the university health.The main hypothesis of this research was that training positive thinking skills reduces anxiety of the students and this increases happiness.present research is of semi -experimental (intervention) researchs with the pre test -post test with the control group.In this research, population is the students of Hamedan office in 93 -94 academic year.A sample of 30 students were selected in multi -stage random method.before performing educational intervention (introducing independent variable), two groups were pre tested using Cattell Anxiety and Oxford Happiness questionnaire (positive thinking).Then, subjects were randomly assigned in two experimental and control groups.In the next step, the experimental group was taught positive thinking skills for 8 sessions of 2 hours.One week after intervention, each group was post tested two times.Analysis of results using independent t -test showed that difference of the trace between two experimental and control groups is significant.In other words, positive thinking skills training was effective in changing anxiety and happiness.Obtained result in the research are consistent with other researches and confirm efficiency and effectiveness of positive thinking skills training on reducing anxiety and increasing happiness of the girl students.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.002 | 0.001 |
| Insufficient payload (model declined to judge) | 0.867 | 0.840 |
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; the direct Gemma label and the distilled Codex classifier agree on what is shown here.
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".