Preschool children’s daily stress experiences scale: validity and reliability study
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Protecting children from the adverse effects of daily stressors depends on understanding the manifestations of stress and recognizing stress in its various forms. The purpose of this study is to create a valid and reliable scale. The study sample included 304 parents and 334 preschool teachers of children aged 5–6 years who are defined as preschoolers in the Turkish education system. To determine the validity of the scale developed in the study, face, content, and construct validity were examined, and Cronbach’s alpha coefficient was evaluated to determine reliability. In addition, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were conducted to assess construct validity. Data were collected from 150 parents and 151 teachers, and the EFA was conducted using the data obtained. As a result of the EFA, 4 items were removed from the parent form, and 2 items were removed from the teacher form. Data were then collected from 154 parents and 183 teachers. The results of the CFA with this new set of data showed that both the teacher and the parent form of the scale had a three-dimensional structure and were reliable.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| 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