Student perspectives of stress and improvements in coping with high school
Bibliographic record
Abstract
The transition to high school is a watershed moment in determining the success of an individual's school career. Youth face important challenges as they segue to high school, learning to cope with myriad changes related to early adolescence, and a move into a new social and academic setting generated by the high school environment. The current investigation used a grounded theory approach to understand the stressors, experiences, and coping strategies of students as they transition to high school, additionally asking how more effective coping strategies would help to ease student stressors. In Quebec, youth begin high school in Grade 7. One hundred fifty-five seventh grade students (N = 155) from the Montreal area were interviewed. Students stated that they experienced stress at the start of high school, specifically in their social lives, such as when meeting new people, and within peer and teacher relationships. Students said that academic changes--such as larger academic workloads--were stressful. Students’ responses also showed that dealing with these new stressors included social strategies, such as talking to friends and family, and participating in extracurricular activities. Avoiding or distracting themselves from their difficulties was mentioned as a negative coping strategy. Finally, students discussed how high schools could better assist them in coping efforts, perhaps by offering greater social resources, support and activities. Students discussed that activities to meet fellow students with similar interests would be helpful, along with more learning opportunities, such as workshops. The results from this investigation point to changes that could be made within school systems to strengthen adolescent adjustment.
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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 | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.002 | 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 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".