The effect of classroom aggression‐related peer group norms on students' short‐term trajectories of aggression
Why this work is in the frame
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Bibliographic record
Abstract
= 10.2 years) from 63 fourth-, fifth- and sixth- grade classrooms in nine mixed-sex schools in Bogotá, Colombia, we examined whether growth trajectories of measures of overt and relational aggression varied as a function of classroom norms for aggression. Multilevel growth mixture modeling revealed (a) distinct trajectories of overt and relational aggression for boys and girls and (b) that norm salience (i.e., the process by which a group norm is made salient via the punishments or reinforcements to the behavior within the group) was a better predictor of associations with trajectories of overt and relational aggression than were perceived injunctive norms (i.e., the perceived standards of what is approved or disapproved in a social context). In classrooms where popular or accepted children were perceived by their peers as aggressive, more boys followed an increasing trajectory of overt and relational aggression than a low-stable trajectory, and more girls followed a high-stable trajectory of relational aggression than a low-stable trajectory. These findings are discussed in terms of the practical implications for the design of educational interventions aimed at preventing aggression in classroom settings.
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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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 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 it