The interconnected school context: Meta-analyses of the associations between peer aggression involvement and teacher-student relationship closeness
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
A growing body of literature has documented the contribution of teacher-student relationship quality to both persistence and reduction in peer aggression incidents in the school context. The research literature indicates that students who are involved in peer aggression also tend to experience lower levels of closeness in their relationships with their teachers. However, these study results have not yet been aggregated, and the size and direction of effects remains unclear. In the present study we quantitatively synthesized 66 individual studies (Nstudents = 352,376) in two meta-analyses by aggregating cross-sectional associations between peer aggression involvement and teacher-student relationship closeness that have been reported in the literature over the last 20 years. A small, negative, and significant association was found between perpetration and victimization and teacher-student relationship closeness, indicating that students who experience greater involvement in peer aggression also have relationships with their teachers that are lacking in closeness. Three moderator analyses were also conducted. No moderating effect was found for school level or measure type; however, a significant moderating effect was found for informant type. The results from the meta-analyses lead to direct recommendations for practice regarding how we can best support students’ psychosocial development in the school context.
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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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.007 | 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