Investigating associations between school climate and bullying in secondary schools: Multilevel contextual effects modeling
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 examined how student reports of bullying were related to different dimensions of school climate, at both the school and the student levels, using a contextual effects model in a two-level multilevel modeling framework. Participants included 48,874 secondary students (grades 8 to 12; 24,244 girls) from 76 schools in Western Canada. Results revealed significant associations for student perceptions of all school-climate dimensions at the student level and for a majority of the aggregated school-climate dimensions (except adult-related variables) at the school level in relation to bullying, when each school-climate dimension was included as the sole predictor in the contextual effects model. When examining the roles of all school-climate dimensions together, results showed that, at the school level, the effects of three school-climate variables – peer support, discipline/fairness/clarity of rules, and school safety – remained significant predictors of being bullied and bullying others, controlling for the effects of other school-climate dimensions at both the school and the student levels. The implications of these findings for building a safe and caring school environment 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 | 0.001 | 0.003 |
| 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 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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