Parenting stress in early motherhood: stress spillover and social support<sup>1</sup>
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Mothers facing stressors or lacking adequate support often find parenting more challenging and less enjoyable. This study examined the mechanisms through which contextual variables might influence perceptions of parenting. Participants were 153 mothers of toddlers who completed interviews and questionnaires on life adversity, social support, negative affect, and parenting stress. Life adversity was positively associated with parenting stress and this association was mediated through negative affect. Emotional support moderated the association between adversity and negative affect. Life adversity appeared to promote negative affect, which in turn led mothers to regard their child as more obstinate and demanding and their interactions with their children as less enjoyable. Adversity had little effect on parental perceptions among mothers with adequate emotional support.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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