Maternal guidance in at‐risk mother–child dyads: Associations with contextual variables
Bibliographic record
Abstract
Abstract The present study was designed to explore how maternal guidance (i.e., involvement and monitoring) is associated with parent‐level and contextual factors in unstructured and structured tasks. Participants were mothers who had histories of risk and disadvantage (mean age = 30.47) with their preschool‐aged children (aged 2–6 years; n males = 39, n females = 50). Maternal guidance was divided into two categories: directive (i.e., commands and command repetitions) and nondirective (i.e., queries, verbal prompts, and explanations). Results revealed that mothers with more directive guidance had higher levels of parental stress and higher levels of maternal childhood histories of social withdrawal. Furthermore, more nondirective maternal guidance was associated with higher quality of home environments. Taken together, results suggest that parenting practices are best understood in relation to contextual variables. Findings have implications for developing and implementing parenting interventions for at‐risk mothers. Highlights Explored the association between contextual factors (e.g., parent stress, home environment) and maternal guidance (mother's use of commands vs. hints or prompts). Maternal guidance was assessed observationally and commands were associated with more parental stress while hints were associated with a higher quality home environment. Understanding parents as a whole by exploring contextual factors, rather than through isolated parenting practices, may be beneficial in the application of future parenting interventions.
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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) | 0.001 | 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".