Family socioeconomic status amplifies unique environmental influences on the dynamics of adolescent daily positive affective process
Bibliographic record
Abstract
BACKGROUND AND OBJECTIVE: Affective processes as complex dynamical systems happen in people's daily lives. Affective dynamics characterizing unique features of individual affective systems are linked with long-term developmental outcomes. This study investigated genetic and environmental contributions, and the moderation by family socioeconomic status (SES), to two affective dynamics characterizing affective system sensitivity to the relative levels and change in affect, respectively. METHODS: Using a sample of 490 17-year-old twins (41.1% males, 93.9% White) in a 40-day-long daily diary design, dynamical systems modeling estimated individual affective dynamics of positive and negative affect. Twin modeling examined genetic and environmental contributions to affective dynamics as well as the moderation of SES. RESULTS: For both positive and negative affect, system sensitivity to the relative levels of affect was predominantly under unique environmental influences with negligible genetic influences; system sensitivity to the change in affect was affected by both genetic and unique environmental influences. SES amplifies unique environmental influences on sensitivity to the change in positive affect. CONCLUSIONS: These findings highlight different genetic and environmental origins of different adolescent affective dynamics in their daily lives, and suggest that macro contexts could influence micro timescale affective dynamics.
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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 | 0.001 | 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 | 0.001 |
| 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 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".