Examining the risks and social harms of cyberspace on children and teenagers
Bibliographic record
Abstract
Objective: The purpose of this study was to review the research conducted in cyberspace crises in children and adolescents. The Internet has created a new world for children and teenagers to explore and learn. Teachers and families encourage children and teenagers to use the Internet for their learning, but not every content on the web is suitable for young people. This information provides countless benefits to users; however, it also comes with serious threats, such as exposure to sexual harassment, bullying, fraud, and access to illegal and harmful materials. Method: This study used the results of research conducted worldwide, which have been published in international journals. Results: The findings show that although boys perpetrated most offline bullying, an equal number of girls and boys used the Internet to bully their peers. Offline bullies and young people who bully others online often have multiple psychological problems. Finally, it can be concluded that children and teenagers with a warm and close relationship with their family or parents who consider themselves obliged to care for their child in cyberspace are immune from many harms. Conclusion: Notably, this study examines these problems at different levels. Finally, we state that when children's social environment is not only physical but also digital, then it should affect almost all aspects of their lives.
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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) | 0.000 | 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 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".