Unsociability, peer relations, and psychological maladjustment among children: A moderated‐mediated model
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
Abstract The goal of this study was to evaluate a complex theoretical model linking gender, unsociability, peer relations, and indices of psychological maladjustment among children in the People's Republic of China. Participants were 711 (395 boys) Grade 4 to Grade 8 ( M age = 10.98 years, SD = 1.56) students selected from 4 public schools in Shanghai. Multi‐source assessments were employed, including peer nominations of unsociability, sociometric nominations to measure peer preference, as well as child self‐reports of friendship quality, depressive symptoms, loneliness, and self‐worth. Among the results, both peer preference and friendship quality mediated the associations between unsociability and psychological maladjustment. Further analyses revealed that such mediating effects were significantly moderated by gender. Specifically, the mediating effects of friendship quality in the associations between unsociability and psychological maladjustment only existed for boys. In addition, peer preference played a mediation role in the associations between unsociability and psychological maladjustment for both boys and girls, although the strength of the associations was stronger among boys than girls. Findings are discussed in terms of the importance of considering gender and different types of peer experiences in studies of unsociable children in Mainland China.
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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 | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 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) | 0.001 | 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