The Distance Learning as the Reason of Child Abuse under Pandemic of COVID-19
Bibliographic record
Abstract
Researches suggest that child abuse is related to a previous history of violence within the family setting and the evolution of the learning process. The current study was aimed to investigate the exposure of child abuse in the case of distance learning and its relationship to some variables of the social-cognitive processing among parents who potentially assaulted their children. The survey research method was applied. The questionnaire consisted of three blocks of questions: socio-demographic block, parents' impressions of distance learning at school, violence, and parents' aggression towards children. The sample included 308 primary school children’s parents from the Zakarpatska region (Ukraine). Results show that parents' reaction to learning difficulties is not always constructive because most stressful situations provoke verbal aggression and physical violence towards the child. Distance learning and related difficulties have become a major factor in violent and aggressive behavior towards children during quarantine. Most parents who allowed maltreatment toward their children before pandemic COVID-19 also demonstrated it during distance learning. Our study found a link between parents' use of physical violence and verbal aggression with the following variables: duration of lockdown, the function of the teacher in distance learning, parents' assessment of the process and learning outcome, qualitative changes in the relationship between parents and children during quarantine. The study of violent situations against children during distance learning will provide an opportunity to develop effective preventive and corrective measures. The process of informing about situations of violence against children can have a psychoprophylactic effect
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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 | 0.001 | 0.002 |
| 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 | 0.001 |
| 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 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".