Fatherhood in a Changing Society: Shifts in Male Fertility Patterns
Why this work is in the frame
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Bibliographic record
Abstract
The fertility pattern in the Czech Republic, as in other central and eastern European countries, has undergone dynamic transformation over the last quarter of a century. This study aims to contribute to the debate on the influence of structural and situational variables on fertility in low-fertility countries and extends the debate by introducing the viewpoint of male reproduction. The aim is to identify the factors influencing the transition to fatherhood among Czech men and to discuss intergenerational changes in reproductive patterns. The data employed are taken from the Czech Generations and Gender Survey (2008). The transition to first child was analysed using the event history modelling method. The results revealed that the transition to fatherhood is positively influenced by co-residence partnerships (especially marriage), by having completed a tertiary-level education and by living independently. Conversely, the likelihood is significantly reduced by student status, the absence of a relationship, and having a considerably older partner. Employing the cohort approach, it was determined that the factors which influence male transition to first birth change over time. The clear linear impact of education on the transition to fatherhood apparent with respect to older cohorts no longer applies. Moreover, the influence of the family of origin, which made up a significant factor with respect to older cohorts, has all but disappeared in the youngest cohorts. Only marriage retains its dominant role with concern to predicting the transition to fatherhood across all cohorts.
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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 | 0.007 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| 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