The relations between bullying behaviour and quality of student life among secondary students in a northern Quebec community
Bibliographic record
Abstract
The present study is an examination of the associations between bullying behaviour and the quality of student life (QOSL) in adolescents. Bullying behaviour (e.g., bullying perpetration and victimization) was assessed using the Olweus Bully/Victim Questionnaire (BVQ). Quality of student life was assessed using four sub-scales of the Quality of Student Life Questionnaire (QSL.Q) (i.e., satisfaction, well-being, social belonging & empowerment/control). Thirty-three students from a community in northern Québec participated in the study. Results indicated that students who reported being bullied also reported significantly lower satisfaction and social belonging. However, no differences were found in terms of satisfaction, well-being, social belonging and empowerment/control between students who bullied other students and those who did not. Further analyses revealed that students who reported more interventions by teachers during bulling episodes also reported higher levels of satisfaction with school and school-related activities. Similarly, students who perceived a good deal of peer involvement during instances of bullying reported higher levels of satisfaction and overall quality of student life than students who perceived little peer involvement. This study adds to the growing body of literature indicating that school interventions seeking to combat and/or prevent bullying should involve all members of the school community: students, teachers, staff, and parents.
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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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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".