Peer Victimization and Bullying in Childhood and Adolescence
Notice bibliographique
Résumé
Given the wide-reaching implications of peer bullying and victimization for children and adolescents as well as increasing public attention to this topic, research in this area has grown during the late 20th and early 21st centuries. Beginning with efforts in Norway in the 1970s, research on bullying and victimization has expanded to include an abundance of research in the United States, Canada, Europe, Australia, and other countries. Regardless of geographic area, important targets of research include defining the constructs (e.g., what is aggression and when does it become bullying or victimization behavior? Are there bullying or victimization behaviors that are more characteristic of males or females?) and understanding the degree to which the problem affects youth (e.g., What are prevalence rates for preschoolers versus school-aged children versus adolescents?). Some studies distinguish between physical or overt forms and social or relational forms of bullying and victimization, but others include measures of general bullying and victimization that do not distinguish among different types. Even with more agreement on definitions, researchers still use different methodologies and measures to study bullying and victimization. A fundamental goal of much of the research literature is to identify predictors and consequences of both bullying and victimization. The correlates and predictors of bullying and victimization exist within multiple contexts and can be grouped into several categories, such as Individual-Level Risk Factors, Family- and Home-Level Risk Factors, Social-Level Risk Factors, and School-Level Risk Factors. Considerable attention has been given to Internalizing Distress and externalizing behavior problems as key outcomes or consequences of bullying and victimization. In addition, other consequences include peer problems and school-related problems. Both cross-sectional and longitudinal studies explore these topics, and a number of useful review articles and meta-analyses provide additional evidence. As researchers have considered more complex models involving risk factors and outcomes associated with bullying and victimization, many have focused on identifying protective factors that might moderate the link between risk factors and victimization or that might function as a buffer against negative outcomes associated with victimization and bullying. Friendship is one such moderator variable with considerable evidence that it disrupts both of these links. The ultimate goal of much of the research on bullying and victimization is to inform the development of effective prevention and intervention efforts. With regard to intervention, research efforts are most often school-based with objectives that include, for example, reducing bullying behaviors, empowering victims, educating teachers, and effectively engaging bystanders.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,002 | 0,002 |
| Science ouverte | 0,000 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».