Bystanders in Bullying: Do ToM and Social Competence Skills Play a Role?
Bibliographic record
Abstract
The present study aimed at investigating: (a) the direct effects of Theory of Mind (ToM) on elementary school children’s self-reports of participant roles in school bullying, (b) ToM’s indirect effects via self-reported social competence skills. Gender was examined as moderator. A total of 171 elementary school children (Ν = 95 girls) from 3rd to 6thgrade from Greek public schools participated in the study. Participants were examined individually through the administration of advanced ToM stories. Also, they were asked to complete in groups self-report questionnaires as regards their roles as bystanders in bullying situations and their social competence skills. Path analysis indicated significant positive direct effects of ToM on prosocial skills and defending behavior and a negative effect on assisting/reinforcing behavior. Significant indirect effects were found from ToM on bystanding behavior, via its direct effect on prosocial competence skills. Gender was not a significant moderator of the above relations.
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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 | 0.000 | 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) | 0.003 | 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".