DISCIPLINARY PRACTICES WITH CHILDREN: PARENTAL SOURCES OF INFORMATION, ATTITUDES, AND EDUCATIONAL NEEDS
Bibliographic record
Abstract
Although parenting is one of the most important roles undertaken during an individual's lifetime, the amount of information and education that parents receive for this role is variable and often minimal. Parenting behaviors are influenced by a variety of factors and conditions such as knowledge levels, and parenting abilities vary with parents' own childhood experiences, value systems, education levels, and other life experiences. One ongoing parenting issue is the management of and appropriate response to child misbehavior. A review of the topics of discipline and physical punishment are discussed in this article in relation to definitions, practice, and outcomes. A study of parents' attitudes regarding physical punishment and their sources and needs for related parenting education are presented. Findings from this study (N = 170) indicate that parents receive parenting information from a variety of sources, most frequently through discussions with other parents, books on parenting, and their own experiences. The topics identified most frequently by respondents are age-appropriate disciplinary responses and expected child development and behaviors. These areas of information should be made available on a wide basis to parents of young children.
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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 | 0.019 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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".