Research on Knowledge Hiding Behavior of Physical Education Teachers in Primary and Secondary Schools of Hunan Province
Bibliographic record
Abstract
The knowledge concealment behavior of members of the Physical education Teacher Workshop online training seriously hinders the improvement of teachers' professional development level. Uncovering the influencing factors and behavioral logic behind knowledge concealment behavior is an urgent task to improve the quality of online training. The study focused on the knowledge concealment behaviors of members of online training workshops for physical education teachers in primary and secondary schools in Hunan Province. A total of 309 physical education teachers from 5 workshops were randomly sampled as the subjects of the survey. Social science research methods such as literature review, scale measurement, and mathematical statistics were used to study the influencing factors of knowledge hiding behavior in online training of physical education teachers' workshops in primary and secondary schools in Hunan Province. The anacedent variables of the influencing factors were summarized as self-efficacy, knowledge characteristics and context atmosphere, and participation was used as the moderating variable to explore the influence of knowledge hiding behavior in Hunan Province physical education teacher workshops, provide effective support for reasonable prevention of knowledge hiding behavior, and offer reasonable suggestions for promoting the development of Hunan Province primary and secondary school physical education teacher workshops.
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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 | 0.000 | 0.000 |
| 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 | 0.001 |
| 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 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".