Academic achievement in First Nations adolescents: the role of parental and peer attachment in promoting successful outcomes
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
The present study is an examination of the association between attachment relationships and academic achievement in First Nations adolescents. Mother, father and peer attachment was assessed using the Inventory of Parent and Peer Attachment (IPPA; Armsden & Greenberg, 1987) and final grades were used as a measure of academic achievement. Seventy-six First Nations students from a remote community in northern Quebec participated in the study. The results of a regression analysis indicated that attachment to father significantly predicted academic achievement. This finding supports the notion that Aboriginal fathers in Canada may represent an untapped resource in promoting the successful outcomes of their children (Ball & George, 2006). Future research should focus on whether Western conceptualizations of attachment are appropriate for use with First Nations adolescents in light of the unique cultural and environmental settings in which they live.
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) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| 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