JOURNAL OF EARLY ADOLESCENCE / May 2002Hardy et al. / STABI ITY AND CHANGE Stability and Change in Peer Relationships During the Transition to Middle-Level School
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Bibliographic record
Abstract
In this short-term longitudinal study, Canadian young adolescents ’ peer relationships were assessed as students moved fromGrade 6 in small elementary schools toGrade 7 in a middle-level school offering Grades 7 through 12. Sociometric nominations were con-ducted in May of Grade 6, monthly during the fall term, and in May of Grade 7. Peer rejection was stable; peer acceptance was less stable during the transition than subse-quently. Girls experienced greater instability in reciprocated friendships than did boys, although girls and boys had similar numbers of reciprocated friendships overall. During the fall term ofGrade 7, students lost old reciprocated friendships and formed new recip-rocated friendships with previously unfamiliar peers. Girls weremore likely than boys to nominate previously unfamiliar peers as friends. Girls from the large elementary school, as compared with other girls, established reciprocated friendships with peers who were unfamiliar from elementary school earlier in the fall term. The transition out of smaller elementary schools into larger middle-level schools is a major transition in the lives of many young people. Young adoles-cents typically make the transition out of elementary schools between the
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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 | 0.003 | 0.002 |
| 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 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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