The Influence of Parental Separation and Divorce on Father–Child Relationships
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 Using a risk and resilience theoretical framework, this study examined the influence of parental divorce during childhood on father–child relationship quality in young adulthood. Relationship quality was measured using nurturant fathering and modified father involvement scales, and self-reports of current amount of face-to-face and verbal father–child contacts. Comparisons on these measures were made between 107 young adults from intact and 96 from divorced family backgrounds. The divorce group was also examined in isolation to explore how divorce-related factors—including structural, early contact, and interparental relationship factors—predict young adults' perceptions of their father–child relationship. Results demonstrate young adults from intact family backgrounds report a comparatively stronger father–child relationship. Among divorce group participants, structural factors (higher father socioeconomic status and joint custody) and early contact (greater percentage of time spent with father postdivorce) were predictors of higher scores on combined nurturant fathering and involvement measures. Greater early contact and stronger interparental relationship factors (low conflict and high contact and cooperativeness) similarly predicted current contact.
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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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 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) | 0.000 | 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