Parental Meta-Emotion and Temperament Predict Coping Skills in Early Adolescence
Bibliographic record
Abstract
ABSTRACT The purpose of the current study was to explore if parental emotional styles and adolescent temperament could predict various patterns of coping in adolescence. Previous research studies have shown significant correlations between parenting styles and aspects of child development, such as the ability to regulate emotions and cope with stressful situations. However, within the context of parental meta-emotion, previous research has not directly focused on how parental meta-emotion predicts coping skills in children and how temperament may moderate this association. In the current study, 37 students (between the ages of 10 and 13 years) and their parents completed a number of questionnaires to assess parental meta-emotion, adolescent temperament, and coping skills. Many significant interactions were found and are discussed in terms of the types of coping strategies that adolescents employ and how the strategies relate to their own temperamental dispositions and parents' parenting styles. From this, implications and future directions are provided.
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".