Psychological indicators in children's drawings: A study on social and emotional adjustment in Riyadh's elementary students
Why this work is in the frame
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Bibliographic record
Abstract
This study aims to analyze the psychological indicators manifested in children's drawings during late childhood and to examine their relationship with psychological and social adjustment. The study reported here was conducted with elementary school students in the Riyadh region. For collecting data and answering the study questions, three main tools were used: the Drawing Analysis Scale, the modified Ontario Child Health Study (OCHS), Teacher Version, and a Social Adjustment Scale developed by the researcher. The study sample consisted of 125 male and female elementary school students from the Riyadh region. The findings revealed that the most prominent psychological indicators in the children's drawings were introversion, followed by feelings of insecurity, anxiety, and withdrawal behaviors. These indicators reflect emotional tension and internal conflict, likely rooted in the child's family or school environment. The results also showed a statistically significant positive correlation between the psychological indicators in the drawings and signs of poor psychological adjustment, with anxiety and introversion being the most strongly associated with reduced emotional balance. Furthermore, a statistically significant negative correlation was found between the psychological indicators and social adjustment. Children whose drawings contained symbols of isolation, threat, repeated erasure, or distortion demonstrated lower levels of social adjustment and appeared to struggle in forming healthy relationships and actively engaging in their school.
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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 | 0.005 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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