The relationship between self-serving cognitive distortions and bullying behaviours among elementary school children /
Why this work is in the frame
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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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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 | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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