Attachment Security with Mother and Father: Associations with Adolescents' Reports of Interpersonal Behavior with Parents and Peers
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Bibliographic record
Abstract
Associations between adolescents' attachment security with mother, attachment security with father, and their affect and behavior in social interactions with parents and peers were investigated. One hundred and five 15-16-year-olds (75 girls and 30 boys) rated their security of attachment to each parent and emotional expressiveness, and completed a daily diary for one week, describing positive or negative interactions with parents and with close friends. Diaries were coded for self disclosure, emotional expressiveness, conflict, and positive and negative affect. With respect to attachment to mother, as hypothesized, secure participants described less affectively negative interactions with parents. In resolving conflict with parents, dismissing participants reported using more disengagement. Securely attached adolescents rated themselves as more emotionally expressive than did insecurely attached adolescents. With respect to attachment to father, secure adolescents reported less conflict in their peer interactions. Adolescents who were securely attached to one or both parents reported significantly more positive and fewer negative interactions with their parents than did teens who were insecurely attached to both parents. These findings suggest that, during adolescence, attachment security to mother and to father may differentially influence aspects of teens' interpersonal behavior and the affective quality of their relationships with both parents and peers.
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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 | 0.001 |
| 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