Bibliographic record
Abstract
The personal developmental levels of students from economically disadvantaged backgrounds were studied; and the hypothesis that students from economically disadvantaged backgrounds would be less mature than other students in the developmental levels of autonomy, purpose, and interpersonal relationships was assessed. The effects of participation in a semester course of self-development and career exploration were also studied. The sample included 78 freshmen (22 males and 46 females) enrolled in a self-development and career exploration course at Murray State University (Kentucky) during the fall quarter of 1981. Of these, 39 were enrolled in the university's program of Special Services for Disadvantaged Students (SSDS). Each was administered the Student Development Task Inventory of R. B. Winston and others (1979), an instrument designed to measure individual growth and development of college students. The effects of the course were evaluated through pretest and posttest scores. No significant differences were found in the developmental levels of students from disadvantaged backgrounds and regularly admitted students, and no differences were found in the pretest and posttest scores of the two groups. Posttest scores improved for both groups, an indication of the possible advantages of the course. The guidance course may have assisted the SSDS students in career development and lifestyle planning. Three tables present study data. (SLD) Reproductions supplied by EDRS are the best that can be made from the original document. ft0 U S DEPARTMENT OF EMMA/TON, wt. 1 o t nor Merritt Hrsrart h irm 'mpri...peryrr
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 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
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 teacher head, 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".