Bibliographic record
Abstract
The purpose of this dissertation was to examine the relationship between partner aggression enacted against women and victims' work withdrawal, as well as to investigate the possible moderators of this relationship.To accomplish this, I conducted three studies.The first two studies examined the effects of partner aggression on work withdrawal (i.e., cognitive distraction, neglect, partial absenteeism, frequency of absenteeism, and turnover intentions).The third study examined potential moderators (i.e., supervisor support, coworker support, mental respite, financial need, and partner interference in employment) of the relationship between partner aggression and work withdrawal.In the first study, full-time, post secondary female students in dating relationships (N = 122) reported on psychological aggression, school withdrawal, and performance (i.e., course grades).Multiple regression analyses showed that experiencing psychological aggression from one's partner is related to cognitive distraction at school, school neglect, and grades but is not related to partial absenteeism, frequency of absenteeism, or thoughts of quitting school.In the second study, physically abused women (abused group; n = 19) were compared with maritally discordant, nonabused women (discordant-only group; n = 12) and a control group of maritally satisfied, nonabused women (control group; n = 19).Abused women reported significantly more cognitive distraction and job neglect compared to women in the control group.They also reported significantly more job neglect compared to women in the discordant-only group; women in the latter group reported more cognitive distraction compared to women in the control group.There were iii no differences among the groups in partial absenteeism, frequency of absenteeism, or thoughts of quitting work.In the final study, data were collected from a sample of 242 employed women who reported on physical aggression and employment withdrawal.The results revealed that supervisor support buffers the impact of physical aggression on frequency of absenteeism, and partner interference in employment exacerbates the impact of physical aggression on frequency of absenteeism.No other significant interactions were found.I conclude by discussing the theoretical and practical implications of these results, as well as potential directions for future research.
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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 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 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".