Investigation of the Relationship Between Parents’ Primary and Secondary Capacities, and Students’ Test Anxiety and Decision Making Styles.
Bibliographic record
Abstract
Parents are among the most important stakeholders in education and training. The primary objective of this study is to investigate the core capacities that parents have developed as a result of their environment, personal characteristics, and cultural values. The second aim is to investigate the relationship between these capacities, referred to as primary and secondary capacities, their associated attitudes and behaviors, and middle school students’ test anxiety and decision-making styles. The study group initially included 724 students enrolled in grades 5 through 8 at Hamdullah Suphi Tanrıöver Secondary School in Karşıyaka, İzmir, and their parents. However, the final sample consisted of 247 students who fully responded to the online questionnaires delivered via WhatsApp and email, along with their parents, who completed the parent questionnaire within the designated timeframe. Data were collected using the Adolescent Decision-Making Styles Scale, the Wiesbaden Positive Psychotherapy and Positive Family Therapy Scale, and the Test Anxiety Inventory. Analyses were conducted using SPSS 25, employing descriptive statistics. The results showed that female students scored significantly higher than male students on the worry subscale (p = .028) and the emotionality subscale (p = .000) of the Test Anxiety Inventory. A significant gender difference was also observed in overall test anxiety scores (p = .001). Additionally, a statistically significant, low-strength, positive correlation was found between students’ scores on the worry subscale of the Test Anxiety Inventory and their parents’ scores on the punctuality, kindness, justice, loyalty, and relationship subscales of the Wiesbaden Positive Psychotherapy and Family Therapy Scale.
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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 | 0.002 | 0.008 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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 source (direct Gemma or distilled Codex), 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".