Relating Parenting Styles to Adult Emotional Intelligence: A Retrospective Study
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Parenting style is a known associate to many aspects of emotion socialization, knowledge, and self-understanding. However, there is little empirical research comparing parenting styles to emotional intelligence overall. To evaluate the link between parenting style and current emotional intelligence, the present study asked psychology undergraduates to complete a retrospective measure of their parents' childrearing behaviours (coded as authoritative, authoritarian, permissive, and neglecting) plus a measure of their current emotional intelligence. It was hypothesized that authoritative parenting would relate to highest emotional intelligence levels, permissive parenting and authoritarian parenting to low emotional intelligence levels, and neglecting parenting to the lowest emotional intelligence levels. Results showed that emotional intelligence was higher for those raised authoritatively and permissively than for those raised by authoritarian or neglecting parenting styles, indicating that the responsiveness and levels of support characteristic of these styles have the strongest positive relation to adult emotional intelligence. The implications of the present findings, as well as the directions for future research, are discussed.
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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 | 0.001 | 0.000 |
| 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 | 0.000 |
| 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 it