Effects of Online Games Violence Degree on Moral Sensitivity among Middle School Students: The Moderating Effect of Interpersonal Communication Ability
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
Middle school is an important stage for the cultivation of moral character. Scholars at home and abroad have done more and more research on morality at this stage, hoping to find specific measures to promote the moral development of middle school students and cultivate their good moral character. In recent years, moral vicious events caused by online games among middle school students occur frequently. At present, some studies have found that online games have an impact on the moral development of middle school students, but there are few studies on the role of interpersonal communication ability between them. Under this background, this study mainly investigates the current situation of middle school students' online game use, interpersonal communication ability and moral sensitivity, and analyzes the relationship between middle school students' exposure to online game violence and moral sensitivity. And to explore whether interpersonal communication ability can play a moderating role between them.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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