The Influence of Emotional Wellness on Student Success Pre-Pandemic
Bibliographic record
Abstract
Abstract: Educational psychology has always directed research toward improving student learning and development while needing to take student individuality into account. This study explores the influence that emotional wellness has on student success. Student success in the context of this study was considered to be a combination of academic achievement, social wellness, and behavior. Emotional wellness was categorized as a combination of self-esteem and stress-resistance. There were two research questions: (1) is there a relationship between student emotional wellness and student success?; and (2) can emotional wellness predict student success? A sample of 343 first-year university students (72% female) completed a demographic survey (age, gender, ethnicity, and GPA) and four self-report measures: self-esteem, stress, sociability, and self-care and safety. Correlation and linear regression analyses indicated that emotional wellness had a significant relationship with student success. Results supported the hypotheses, which suggested that individuals with higher emotional wellness were more likely to have higher student success. The discussion section presented implications, limitations, and suggestions for further research. Keywords: academic achievement; behavior; emotional wellness; self-esteem; stress; student success. Title: The Influence of Emotional Wellness on Student Success Pre-Pandemic Author: Paris Saruna, M.A. International Journal of Novel Research in Education and Learning ISSN 2394-9686 Vol. 9, Issue 3, May 2022 - June 2022 Page No: 32-46 Novelty Journals Website: www.noveltyjournals.com Published Date: 26-May-2022 DOI: https://doi.org/10.5281/zenodo.6583297 Paper Download Link (Source): https://www.noveltyjournals.com/upload/paper/The%20Influence%20of%20Emotional-26052022-3.pdf
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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 | 0.001 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
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".