Socially responsible children: A link between school climate and aggression and victimization
Bibliographic record
Abstract
Positive perceptions of school climate are associated with lower frequency of peer victimization and aggression in children. Understanding how school climate influences aggression and victimization is essential to guiding school-level interventions to enhance character strengths such as social responsibility. In this short-term longitudinal study, we test a theoretical model arguing that children’s social responsibility mediates the links between their positive perceptions of school climate (comprised of authoritative disciplinary classroom structure, classroom support, and teachers’ use of social–emotional learning [SEL] strategies) and changes in their reports of victimization and aggression, in a sample of Brazilian students in Grades 4 and 5 ( N = 1,850). Findings gave some support to our model, particularly in the prediction of aggression. Children’s perceived social responsibility mediated the effects of positive school climate in predicting declines in aggressive behaviors. Specifically, teachers’ use of SEL strategies and classrooms with more structure and support predicted lower levels of aggression through increases in students’ social responsibility. In addition, social responsibility mediated the association between teachers’ use of social emotional strategies and declines in victimization. The direct effect of classroom support on victimization was also significant.
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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 | 0.000 | 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) | 0.001 | 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".