Socijalne kompetencije i školski uspeh gluvih i nagluvih učenika viših razreda osnovne škole
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
School plays an important role in the personality development of children and \nadolescents as aplace where the ability \nto establish social relations is developed \nand improved and which can also affect school success. The aim of this study was to determine the level of social competencies and differences in relation to the school success of deaf and hard of hearing pupils in the upper grades of primary school. The research sample consisted of 24 pupils of which 13 boys and 11 girls, who attend the seventh and eighth grade of primary schools for the deaf and hard of hearing. The study \nused the subscale of the Scale of Social Behavior in School which was filled in by \nclass teachers. The results of this study show \nthat teachers assess social competencies of deaf pupils’ as average when it comes to relationships with peers, risky when it comes to managing behavior in a quarter of pupils, while academic behavior is assessed as average with the exception of deviations in three pupils, while social competenciesin total were assessed as risky in a quarter of pupils. It was determined that there are significant differences in the level of social competencies in relation to school success, with pupils with excellent school success having the highest scores. Activities to improve the social competencies of deaf and hard of hearing children need to be undertaken at an early age, in order to facilitate the transition period from primary \nto secondary school.
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 | 0.000 | 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 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 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