The Adjustment of Ethnic Minority and Majority Children Living in Israel: Does Parental Use of Corporal Punishment Act as a Mediator?
Bibliographic record
Abstract
Abstract This paper examines explanatory mechanisms of differences, in both positive and negative aspects of children's adjustment, between ethnic minority (i.e., Former Soviet Union—FSU origin) and ethnic majority (i.e., Israeli) children living in Israel. Seventy Israeli children (40 girls) and 75 FSU origin children (38 girls) and their parents constituted the study sample. Both mothers and fathers reported on the children's prosocial and externalizing behaviours and provided accounts of their use of corporal punishment. Analyses showed that FSU origin children displayed lower levels of prosocial behaviour as well as higher levels of externalizing problems and that their parents used more corporal punishment than their Israeli counterparts. In addition, a mediation model was determined in which both maternal and paternal use of corporal punishment mediated the link between ethnicity and the child's prosocial behaviour. Furthermore, according to the best fitting structural equation model, ethnicity did not have a direct effect on children's prosocial behaviour. This link was fully mediated by maternal and paternal corporal punishment. No mediation was revealed for the links between ethnicity and externalizing problems. The process of risk is discussed. Copyright © 2011 John Wiley & Sons, Ltd.
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.
How this classification was reachedexpand
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".