Parental and school bonding in Iranian adolescent perpetrators and victims of bullying
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
This study compared parental and school bonding in adolescents in Iran who are perpetrators of bullying, victims of bullying and not-involved in bullying. Secondary school students ( N = 240) were selected by cluster random sampling and screening, and categorized as perpetrators of bullying ( N = 80), victims of bullying ( N = 80) and non-involved ( N = 80) by teacher and vice-principal nominations. The Parental Bonding Instrument and the School Bonding Scales were completed by the students. With some exceptions (i.e., no between-group differences in maternal overprotectiveness and boys reported higher levels of school involvement than girls), results suggest similar patterns in Iran as in Western societies. With regard to parental bonding, perpetrators of bullying reported lower levels of maternal and paternal care than victims of bullying and non-involved students, higher levels of paternal overprotectiveness than non-involved students, higher levels of paternal authoritarianism (or lower levels of autonomy) than victims and non-involved students, and higher levels of maternal authoritarianism than victims. For school bonding, perpetrators of bullying reported lower levels of school and teacher attachment than the other two groups and victims reported lower levels of school and teacher attachment than non-involved students. Implications for school psychologists are discussed.
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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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 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