TITLE Social Isolation, Loneliness and Immigrant Students ' Search for Belongingness: From Helplessness to Hopefulness.
Bibliographic record
Abstract
The increase in global mobility has brought about the recent increase in the number of students who are not from the majority culture in classrooms across the United States and Canada and who report experiencing loneliness and social isolation. The students ' loss of self-esteem and the development of learned helplessness are directly related to the persistence of their experiences of loneliness. This study analyzed 10 immigrant elementary school students ' descriptions of their experience of loneliness, as part of a larger-scale interview study on loneliness in 75 Canadian elementary school students. Transcripts were analyzed from the point of view that deficits in affective, motivational, and cognitive areas are created as a result of the lack of a school culture of acceptance and belongingness. Students ' remarks illustrated how lack of satisfying peer relationships leads to: (1) loneliness, lowered self-esteem, and lack of desire to go to school; (2) expectations to fail and reluctance to initiate social contacts; and (3) lack of confidence in their abilities. Findings suggest that pedagogical thoughtfulness and tactfulness on the part of the teacher are required so that immigrant students can be provided more opportunities to connect with their peers as they participate in shared meaningful experiences. Such experiences can provide all students and teachers with opportunities to relate to one another and to strengthen their sense of belongingness to the school community. (Contains 69 references.) (KB) Reproductions supplied by EDRS are the best that can be made from the original document.
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 | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.003 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.015 | 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".