Moral Disengagement: A Framework for Understanding Bullying Among Adolescents
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The present study examined whether the construct of moral disengagement (Bandura, 1999, 2002; Bandura, 2001) contributes to our understanding of bullying among adolescents. Canadian students in grades 8-10 (N = 494) completed questionnaires about their experiences with bullying and victimization and their attitudes about bullying. Eighteen items were identified (post hoc) as reflecting major categories of moral disengagement. Results indicated high levels of frequent victimization and bullying (i.e., 12% and 13% of students, respectively). Reported positive attitudes and beliefs about bullying were significantly more likely among students who engaged in bullying, with 38% of the variance in reported bullying accounted for by the students’ endorsement of strategies for moral disengagement. Interestingly, reported experiences of victimization were also related to moral disengagement, but only for those students who reported moderate levels of bullying. Discussion focuses on the implications of these findings for school-based interventions.
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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 | 0.000 | 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) | 0.002 | 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 it