Adolescents' Perceptions of the Seriousness of Sexual Aggression: Influence of Gender, Traditional Attitudes, and Self-Reported Experience
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
Little is known about adolescents' perceptions of interpersonal aggression and the role of traditional social attitudes in these perceptions. Sixteen-year-old students (N = 212) of both sexes rated the seriousness of 9 aurally presented scenarios depicting either sexual or nonsexual, physical aggression. Sex of perpetrator and sex of victim were manipulated partly factorially. Students also reported on their own experiences (as perpetrators and victims) of the aggression portrayed, and completed a measure of traditional sex role ideology. Sexual aggression was rated as more serious than nonsexual physical aggression, especially when involving physical force. Girls gave higher seriousness ratings than did boys. Male-to-female aggression was rated as most serious, and male-to-male aggression, least serious. Self-reported perpetrators tended to give lower ratings of seriousness than did victims. Traditional sex-role attitudes were associated with lower rated seriousness but not with reported perpetration or victimization. Multivariate analyses suggested that the effects of traditional sex-role attitudes could largely be subsumed by the effects of other study variables, especially participant sex. The role of attitudes as a direct cause of interpersonal aggression is discussed along with implications for intervention.
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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 | 0.001 |
| 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