When you think you know: The effectiveness of restrictive mediation on parental awareness of cyberbullying experiences among children and adolescents
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
The current study examined parental awareness of their child’s cyberbullying experiences in relation to the implementation of restrictive mediation strategies (e.g., interaction and technical restrictions) among children in elementary school and adolescents in high school. Canadian parent-child dyads (N = 102) completed a survey where parents reported their perceptions of their child or adolescent’s involvement in cyber aggression, cyber victimization, and witnessing cyber aggression, while children and adolescents (ages 8–16) reported their own experiences. Mean difference scores were calculated to examine parental awareness. The results showed that parents of children in elementary school underestimated their participation in cyber aggression, whereas parents of adolescents in high school overestimated their participation in cyber aggression. In addition, parents of adolescents who did not use restrictive mediation underestimated the extent to which their adolescent witnessed cyber aggression. Overall, this study highlights the importance of parenting practices and parental knowledge of negative online behaviour across childhood and adolescence.
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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 | 0.005 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.000 | 0.000 |
| 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