Responsiveness in Father-Child Relationships: The Experience of Fathers
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
Qualitative interviews with 215 fathers describe the emergent and responsive nature of the father-child relationship and its consequent influence on fathers themselves. Using a social constructionist or dialogic model of relationships, we highlight the importance of understanding the experience of fathers as they are actively engaged in responsive, relational, and interactional activities with their children. Fathers’ descriptions of responsiveness highlight father- child interaction “in the moment,” attention to children’s expression of needs, and the influence of fathers’ own sets of priorities and values. A critical element of responsiveness to children is that it requires shared time between fathers and their children. Responsiveness within the father-child relationship facilitates children’s development and also provides fathers with opportunities to develop and understand themselves differently. The current study contributes to understanding men’s development and the fathering experience by specifically exploring the influence on men of engaging in fathering, of attending to their children and experiencing their own responsiveness.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.031 | 0.016 |
| 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 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| 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