Developmental Trajectories of Elementary School Peer Victimization as Related to School Safety and Climate
Bibliographic record
Abstract
The goal of this study was to better understand how children's perceptions of their school's context (both climate and safety) were related to peer victimization trajectories (both relational and physical) from grades 3 to 6.A total of 886 children from three Canadian provinces in grades 3 and 4 at baseline were followed across 5 waves from the spring of 2011 to the spring of 2013.Children's perceptions of their physical and relational victimization experiences, school safety, and school climate (teacher-child relationships, peer relationships, and fairness) were collected at all 5 time points.Individual growth curve modeling was used to determine the level of victimization as well as the rate of changes from grade 3 to grade 6.Two cohort-sequential growth curve models indicated that relational and physical victimization declined by 8% and 10%, per year, respectively.Boys were higher in physical victimization and girls were higher in relational victimization at all time points, but declined at similar rates over time.Children who never felt safe and had overall negative relationships with their teachers reported more relational victimization across time.Boys who reported overall good teacher relationships also reported higher levels of physical victimization.Children who never felt safe reported the highest levels of relational and physical victimization.Poor peer relationships and feeling safe sometimes were associated with slight increases in physical victimization, whereas good peer relationships were associated with slight decreases in physical victimization.The lack of contribution of teacher relationships, peer relationships, fairness, and safety to the rate of decline for relational victimization suggests that more research is needed to determine the factors beyond those measured that will increase the rate of decline.Multiple relationships may be associated with children's trajectories of peer victimization and highlight the necessity of assessing family, peer, as well as teacher relationships within a single study.
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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 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 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".