Peer victimization and sympathy development in childhood: The moderating role of emotion regulation
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 Although peer victimization is widely considered to be detrimental to children's well‐being, knowing what it feels like to be harmed is also thought to contribute to children's sense of concern for others. However, research has yet to establish a clear link between peer victimization and sympathy during childhood. Across two samples of Canadian 4‐ and 8‐year‐olds (total N = 504), we examined whether children's emotion regulation capacities (ER) moderated the victimization–sympathy link. Study 1 ( n = 300; 33% European origin; 73% of caregivers held bachelor's degree or higher) examined the interactive effects of victimization and child‐ and caregiver‐reported ER on children's self‐reported sympathy assessed concurrently and 1 year later. Concurrently, victimization was positively associated with sympathy for children higher in self‐reported ER and for boys higher in caregiver‐reported ER. Longitudinally, victimization positively predicted changes in sympathy from 4 to 5 years of age for children higher in self‐reported ER. No longitudinal interaction effects emerged for caregiver‐reported ER or in older children. Using the same caregiver‐reported ER measure, Study 2 ( n = 204; 30% European origin; 65% of caregivers held bachelor's degree or higher) replicated this pattern in a different cross‐sectional sample of 4‐ and 8‐year‐olds. These results provide initial support for the hypothesis that victimization experiences may facilitate other‐oriented concern in children who can effectively regulate their emotions.
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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 | 0.000 | 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) | 0.000 | 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