Bibliographic record
Abstract
Bullying is one of the common problems at schools and in recent years it is taken into consideration by different researchers and scientists because of its different mental, social, academic and even physical consequences.The aim of the present research is to design educational games based on the concept of respect and investigate its effectiveness on the decrease of physical bullying of the primaryschool students with special needs.This research is done with quasi-experimental method and by using pre-test and post-test design with control group.The statistical society of this research is all the primaryschool girl students with special needs in Yazd and 20 students were selected (10 in experimental group and 10 in control group) by an available sampling method; these students get higher score of physical bullying according to criterion score and they were randomly divided into groups.In this research, as an independent variable, the educational games based on the concept of respect have been used for eight educational sessions that were one hour and a half and also Olweus bullying questionnaire (1993) has been used in order to evaluate the physical bullying level of the students.In order to analyze the data, covariance analysis is used.The findings showed that the games based on respect have significant influence on the decrease of physical bullying of the students with special needs (F(1,16)-9/16, P-0/008, 2 -0/36).According to the results of this research, the games based on respect can be used as an effective strategy for the prevention of physical bullying.More research topics have been recommended in this field.
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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) | 0.999 | 0.998 |
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; both teacher heads agree on what is shown here.
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".