Peer Support as a Mediator between Bullying Victimization and Depression
Bibliographic record
Abstract
Bullying has been one of the most common forms of school violence in the world. Being the victim of bullying has been shown by many studies to suffer from serious mental and physical issues. In the current study, the relationship among the victimization, peer support, and depression symptoms was assessed, using the published data from the 2009–2010 Health Behavior in School-Aged Children Survey (N = 12,642) collected from 314 publics, Catholic, and other private schools in the United States and enrolled in students from grades 5, 6, 7, 8, 9, and 10 or their equivalent in the 50 states and the District of Columbia. The results indicated: (1) The bullied victim is positively associated with the depression symptoms, with higher victimization reporting to have higher depression symptoms. (2) The bullied victim is negatively associated with peer support, with higher victimization reporting to have lower peer support. (3) The peer support was negatively related to depression symptoms. (4) The peer support partially mediates the relationship between the victimization and depression symptoms among bullied students. This empirical study underscores the important role of peer support in mitigating the negative effect of bullying on the victim’s depression symptoms. The current results also have meaningful implication to the bullying intervention program.
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How this classification was reachedexpand
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 | 0.001 |
| 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) | 0.002 | 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 teacher head, 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".