The Moderation Effect of Social Support in the Relationship between Child Maltreatment and School Achievement
Why this work is in the frame
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Bibliographic record
Abstract
This study investigated the relationship between child maltreatment, school achievement and social support, byexploring the adaptation of the stress buffering model of social support. Data was collected on 402 children from5th - 9th grades (383 without history of child abuse and 64 with history of child abuse). An adapted version of theSocial Support Appraisals Scale (Dubow & Ullman, 1989; Dubow et al., 1991) was used to analyze the role ofsocial support in the relationship between child maltreatment and school achievement. Results indicated thatabused children scored lower in Language and Math, and had more grade retentions than children withouthistory of abuse. Findings also revealed that perceived social support is a promoter of school achievement.Results also indicated social support as a moderator between child abuse and school achievement, although onlypartially in the direction of the adaptation of the stress buffering model. Implications for school professionals arediscussed.
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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 | 0.002 | 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 | 0.001 | 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) | 0.000 | 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