Parental Responsibility, Blameworthiness, and Bullying: Parenting Style and Adolescents’ Experiences With Traditional Bullying and Cyberbullying
Bibliographic record
Abstract
Parents are deemed morally—and, increasingly, legally—responsible for their children’s misbehavior, and their parental aptitude is questioned if their children are victimized. Parental responsibility laws and blameworthiness extend to common occurrences like bullying. Literature broadly supports these principles for some offenses through findings that effective parenting styles are associated with improved adolescent outcomes, but evidence about the relationship between parenting styles and bullying is underdeveloped and inconclusive. To study the relationship between parenting styles and traditional bullying and cyberbullying offending and victimization, data were collected from a sample of 435 Canadian middle and high school students. The results suggest that parenting styles are not associated with traditional bullying offending or victimization; however, neglectful parenting was associated with cyberbullying offending and indulgent parenting was associated with cyberbullying victimization. These findings suggest that the demandingness dimension of parenting, which is characterized by rule setting and monitoring, is important for cyberbullying prevention.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), 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".