Perceived African American Father’s and Mother’s Involvement on Adult Children’s Mental Health
Bibliographic record
Abstract
<p>The current study examined the statistical relations between father’s and mother’s involvement and mental health. In addition, the study explored which parent’s involvement was more strongly correlated with mental health. The impact of parental involvement (i.e., warmth, care, affection and overprotection) on global depression and depressive mood and ideation were of particular importance. Another goal of the study was to use an African American adult child sample to extend the research literature and knowledge about African American parenting and to gauge their involvement from a protective rather than risk perspective. The last goal of the study was to determine through hierarchical regression analysis the unique contribution of each parent’s involvement to the participant’s mental health. The sample included 236 African American participants from a regionally accredited Historically Black College and University (HBCU) in Southwest Georgia. Correlation and regression analyses revealed that father’s and mother’s involvement were related to global depression and depressive mood and ideation. Specifically, father’s and mother’s care was related to lower levels of depression but, father’s and mother’s overprotection was related to higher levels of depression. Additional results revealed that ratings of mother’s involvement was usually stronger than ratings of father’s involvement. Findings from this study, however, points to the importance of African American fathers in the development of their children.</p>
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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".