The Impact of Alexithymia on Emotional Self‐Efficacy Among High School Students in Konya Province
Bibliographic record
Abstract
AIM: This study investigates the impact of alexithymia on emotional self-efficacy levels among senior high school students in Konya Province, Türkiye. METHODS: A cross-sectional analytical research design was employed, involving 207 senior high school students who were actively enrolled in formal education and consented to participate. Data collection utilized the Introductory Information Form, the Toronto Alexithymia Scale, and the Emotional Self-Efficacy Scale. Statistical analyses included descriptive statistics, independent t-tests, ANOVA, Kruskal-Wallis tests, Tukey tests, Dunnett's C Test, Spearman's correlation, and multiple regression analyses, with a 95% confidence interval. RESULTS: The mean total score for the Toronto Alexithymia Scale was 55.65 ± 10.82, while the mean total score for the Emotional Self-Efficacy Scale was 107.28 ± 18.39. A significant negative correlation was found between alexithymia levels and emotional self-efficacy. Additionally, perceived academic status of students and their reasons for using technological devices were significantly associated with their emotional self-efficacy scores (p < 0.05). CONCLUSION: This study shows that alexithymia has a negative impact on students' emotional self-efficacy, highlighting the need to strengthen emotional skills during adolescence. Enhancing students' emotional awareness and coping strategies through educational, family, and community-based initiatives may contribute to their psychological well-being and academic success. Interventions that reduce alexithymic characteristics and promote emotional competencies could play a key role in supporting healthier developmental outcomes among high school students.
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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 | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| 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".