Associations between parenting style and attachment to mother in middle childhood and adolescence
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
Associations between parenting style and quality of child–mother attachment in middle childhood ( n = 202; grades 4–6) and adolescence ( n = 212; grades 7–11) were investigated. Participants rated warm involvement, psychological autonomy granting, and behavioural monitoring (Lamborn et al., 1991). Attachment orientation was assessed using the Network of Relationships Questionnaire (Furman & Buhrmester, 1985), Coping Styles Questionnaire (Finnegan et al., 1996), and Relationship Questionnaire (Bartholomew & Horowitz, 1991). Overall, a positive association was found between authoritative parenting (higher scores on all three dimensions) and secure attachment, whereas negligent parenting (lower scores on all three dimensions) predicted avoidant attachment. Moreover, a unique pattern of associations emerged between particular dimensions of parenting and each attachment style. Findings suggests that psychological autonomy may have important implications for children’s views of self whereas warm parental involvement may play a unique role in their views of the attachment figure. Associations were largely consistent across both age groups.
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 | 0.000 | 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) | 0.000 | 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