Jamaican Mothers’ Perceptions of Children’s Strategies for Resisting Parental Rules and Requests
Bibliographic record
Abstract
Research on Jamaican socialization of children has primarily focused on parental discipline practices. Little is known about children's responses to parental attempts to control their behavior. The present study investigated mothers' perceptions of children's strategies for resisting their rules and requests. Thirty mothers living in Kingston and St. Andrew, Jamaica, participated in a 1- to 1.5-h semi-structured, open-ended interview regarding their 8- to 12-year-old children. Mothers reported that their children's resistance strategies included assertive refusal, arguing, ignoring/avoiding, attitude, and negotiation. Most mothers disapproved of their children's actions and responded with power-assertive strategies such as physical punishment, psychological control, forced compliance, and threats. Few mothers responded with autonomy support strategies including accommodation and reasoning. The findings provided insight into the ways Jamaican children use their agency to protect their autonomy despite their mothers' greater power, and the relational nature of children's influence on their mothers' behaviors and reactions. More research is needed to expand our knowledge of child agency in Afro-Caribbean families and the various ways that parents may support their growing autonomy that is socially constructive.
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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 | 0.001 |
| 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".