School and school activity schedules affect the quality of family relations: a within-couple analysis
Why this work is in the frame
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Bibliographic record
Abstract
Abstract In this study, we focus on community resources – specifically, children's school and school activity schedules, or school resource fit (SRF) – as a contextual variable influencing family-role quality (FRQ) among employed parents of school-aged (grades K-12) children in a sample of 58 Boston-area couples (N=116). We found that SRF is a significant predictor of parent-role quality (PRQ) and marital-role quality (MRQ) for mothers, but not fathers. Further, for mothers, the relationship between SRF and each FRQ indicator was mediated by the other FRQ indicator. There was no evidence of crossover effects of one partner's SRF on the other partner's FRQ. En este estudio, nos enfocamos en recursos comunitarios – específicamente en la escuela primaria/secundaria de los jóvenes y el horario de actividades escolares o recurso escolar adecuado (SRF) – como variable contextual que influye en la calidad del rol de la familia (FRQ) entre padres empleados con niños de edad escolar (niveles K-12) en una muestra de 58 parejas del area de Boston (N=116). Encontramos que SRF es un método significante de predicción de calidad de rol de los padres (PRQ) y la calidad de rol conyugal (MRQ) para las madres pero no para padres. También, para madres, la relación entre SRF y cada indicador FRQ es mediada por el otro indicador FRQ. No se encontró evidencia de efectos del SRF de un miembro de la pareja en el FRQ del otro. Keywords: school resource fitparent-role qualitymarital-role qualitywithin-couple analysiscommunityPalabras claves: recurso escolar adecuadocalidad rol delos padrescalidad rol conyugalanálisis de relación conyugal de la parejacomunidad Acknowledgements Data for this analysis were gathered under a grant from the Alfred P. Sloan Foundation (2003-12-1) to the first author. We gratefully acknowledge the contributions of our interviewers, Sarah Anderson, Joyce Buni, Connie Festo, Carol Genovese, Eleanor Jacobs, and Heidi La Bash.
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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 | 0.005 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.002 | 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 it