Learning Disabilities and Delinquency: The (Non-)mediating and (Non-)moderating Role of Peer Deviance
Bibliographic record
Abstract
This study assesses the role of peer deviance in the relationship between learning disabilities and violence and property crime. Two possibilities are explored: (a) that youths with a learning disability tend to have more deviant peers which in turn increases delinquent involvement (a mediating effect) and (b) that youths with a learning disability are more strongly influenced by the deviance of their peers (a moderating effect). We draw on the causality literature and employ a causal directed acyclic graph. Using data from the first two waves of the National Longitudinal Study of Adolescent to Adult Health ( N = 6,391), we find results that are not in line with either possibility. While adolescents with learning disabilities are shown to exhibit higher levels of violence (but not property crime), peer deviance is not found to play either a mediating or a moderating role. We recommend future work test alternative mediating pathways, such as through victimization and self-control.
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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 | 0.002 | 0.016 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 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".