Bullying among Adolescents: The Role of Cognitive and Non-Cognitive Skills
Bibliographic record
Abstract
Bullying is a behavioral phenomenon that has received increasing attention in recent times.This paper uses a structural model with latent skills and longitudinal information from Korean youths to identify the determinants and effects of bullying.We find that, unlike cognitive skills, non-cognitive skills significantly reduce the chances of being bullied during high school.We use the model to estimate average treatment effects of being bullied at age 15 on several outcomes measured at age 18.We show that bullying is very costly.It increases the probability of smoking as well as the likelihood of feeling sick, depressed, stressed and unsatisfied with life.It also reduces college enrollment and increases the dislike of school.We document that differences in non-cognitive and cognitive skill endowments palliate or exacerbate these consequences.Finally, we explore whether investing in non-cognitive skills could reduce the occurrence of bullying.Our findings indicate that the investment in skill development is key in any policy intended to fight the behavior.
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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 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| 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 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".