Psychological indicators in children's drawings: A study on social and emotional adjustment in Riyadh's elementary students
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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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 | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 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".