I think I can’t, I think I can’t: associations between parental pessimism, child affect and children’s well‐being
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
The present study was designed to examine the relations between parental pessimism and peer relations and health in preschool children and to examine the role that child positive and negative affect played within this relationship. Thirty‐seven mothers and their children (mean age = 48.1 months) volunteered from local preschools and daycares within a mid‐sized Atlantic Canadian city. Mothers completed the Generalized Expectancy for Success Scale—Revised, as well as the Positive and Negative Affect Schedule and a brief demographic questionnaire. Teachers completed the Preschool Play Behaviour Scale. Results revealed significant correlations between parental pessimism and child affectivity and social play, and between child affectivity and various types of play behavior. Significant interactions were also found between parental pessimism and child affectivity in the prediction of social play behavior. Results are discussed in terms of the importance of parental attitudes to a child’s social and physical well‐being.
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) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 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