Student interpersonal skill instruction and self-esteem.
Bibliographic record
Abstract
The purpose of this study was to examine whether a ten-session program that teaches interpersonal skills to grade four, five and six students would increase student self-esteem and interpersonal skills. A total of 285 children from two public elementary schools were divided into one school as the experimental group and one school as the control group. Before and after the experimental manipulation, all children completed the Culture Free Self-esteem Inventory, Interpersonal Skills Inventory, and How I Feel About Others In My Class survey. The experimental group received the program "Helping Kids Find Their Strengths". Themes of the program included identifying one's strengths and helping others to realize their strengths, looking at good experiences and using those experiences to make better choices and effective listening and communication skills. Control group students received regular classroom curriculum. Results indicated that the self-esteem and interpersonal skills of the students in the experimental and control groups were not significantly different. Source: Masters Abstracts International, Volume: 39-02, page: 0331. Adviser: Larry Morton. Thesis (M.Ed.)--University of Windsor (Canada), 2000.
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.
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 | 0.004 |
| 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 | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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".