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
Prior research from Norway and Japan has demonstrated positive relationships between stress and bullying—The more stress students experience, the more they engage in bullying. The modest correlations, however, suggest that other variables may moderate the stress-bullying link, serving as protective factors that make such negative responses to stress less likely for some individuals. This study examined the stress-buffering roles of coping and social support in reducing the likelihood of bullying in response to stress. Students in Grades 5-7 ( N = 312) completed questionnaires assessing stress levels (daily hassles, stressful events), coping strategies (active, avoidance, distraction, support seeking), social support (from peers, family, teachers), and bullying. Consistent with previous research, correlational analyses indicated that stress is significantly related to self-reported bullying but not to peer-assessed bullying. Regression analyses revealed that family support moderated and distraction coping amplified the stress-bullying relationship.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 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 | 0.001 |
| 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