The Enduring Influence of Parent's Voluntary Involvement on Their Children's Volunteering in Later Life
Bibliographic record
Abstract
This study investigates the effect of parent's voluntary involvement on their children's volunteering in later life, and examines the degree to which this effect persists across older age cohorts. To accomplish this, we make use of retrospective questions from the 2010 Canada Survey of Giving, Volunteering and Participating that ask respondents about their experiences in their school‐age years. The results show that parental voluntary involvement is positively related to adult voluntary participation, and that the effect of parental voluntary involvement on later volunteerism appears to persist well into adulthood. The implications of these findings for volunteering in Canada are discussed. Cette étude examine l'effet de la participation bénévole des parents sur le bénévolat de leurs enfants plus tard durante leur vie et la mesure dans laquelle cet effet persiste dans les cohortes plus âgées. À cette fin, nous faisons appel à des questions rétrospectives de l' Enquête canadienne sur le don, le bénévolat et la participation de 2010 qui pose aux répondants des questions sur leurs expériences durant leurs années d'âge scolaire. Les résultats montrent que la participation volontaire des parents est positivement liée à la participation volontaire des adultes et que l'effet de la participation bénévole des parents sur le bénévolat de leurs enfants plus tard dans leur vie semble persister durant leur âge adulte. Les implications de ces résultats pour le bénévolat au Canada sont discutées.
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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 | 0.004 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".