The relationship between self-serving cognitive distortions and bullying behaviours among elementary school children /
Bibliographic record
Abstract
The purpose ofthe study was to examine the relationshq) between self-serving \ncognitive distortions and involvement in bullying behaviours. While relationships \nwere e}q)k)red for both bullies and victims, the bully represented the main focus ofthis \nresearch. The participants ofthis study were 206 elementary school children in grades \n5, 6, 7, and 8 from a school board in South Western Ontario. Participants conq>leted a \n2- part self-report questionnaire within a 1-week time period. Part I aimed to measure \nself-serving cognitive distortions, while Part II was designed to assess selfreports of \nbullying behaviours. Analyses revealed that a significant direct relationship existed \nbetween children's self-serving cognitive distortions and bullying others. More \nspecifically, children's self-serving cognitive distortions were moderately correlated \nwith bullying others (r = .50, p< 0.01). This finding was consistent for both male and \nfemale participants. In addition, significant moderate correlations also existed \nbetween each ofthe 9 subscales ofself-serving cognitive distortions and bullying \nothers. In regard to the relationship between children's self-serving cognitive \ndistortions and victimization, a low significant direct relationshq) was found (r = .22 \np<0.01). This finding was consistent for both male and female participants. The \nresults ofthis study are discussed in terms oftheir theoretical, as well as applied \nimplications.
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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 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 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".