Adults make a difference: the protective effects of parent and teacher emotional support on emotional and behavioral problems of peer‐victimized adolescents
Bibliographic record
Abstract
Abstract This longitudinal study investigated the associations between peer victimization and maladaptive outcomes (emotional and behavioral problems) among 580 adolescents concurrently and across a 2‐year period, and proposed that adult emotional support moderated this association. Peer victimization and maladaptive outcomes were assessed from adolescents' self‐reports. Adult emotional support was measured from adolescents' ratings of parent and teacher emotional support. Adolescents who were physically or relationally victimized by their peers were at risk of emotional and behavioral problems. Higher levels of father and teacher emotional support were associated with lower levels of adolescents' emotional and behavioral problems concurrently and across time. Higher levels of mother emotional support were associated with lower levels of emotional problems and moderated the effects of physical victimization on maladjustment for concurrent assessments only. Teacher emotional support moderated the association between relational victimization and emotional and behavioral problems across time. © 2009 Wiley Periodicals, Inc.
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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 | 0.001 | 0.003 |
| 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 | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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".