Socijalne kompetencije i školski uspeh gluvih i nagluvih učenika viših razreda osnovne škole
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.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.009 | 0.002 |
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".