Associations between quality of parent–child relationships and children's gender typicality: A 4‐year longitudinal study
Bibliographic record
Abstract
Abstract Little is known about influences on gender typicality. To address this issue, the present study examined developmental antecedents of preadolescents' gender typicality. Using a longitudinal multi‐method design, we investigated the prospective associations between the quality of parent–child relationships in childhood and preadolescents' subsequent gender typicality. It was hypothesized that feelings of gender typicality would be positively related to quality of relationship with the corresponding‐gender parent. Sixty‐eight families (40 girls) participated in two home visits. The quality of mother–child and father–child relationships was assessed by observation at age 7 and youths reported on their gender typicality at 11 years. Results indicated that girls who had higher‐quality relationships with their mother at age 7 felt more similar to other girls 4 years later. This finding suggests that mother–child relationships might be a contributing factor in the development of girls' gender typicality. Highlights This paper examines the role that parents play in their children's gender typicality development. The results revealed that parent–child relationships were associated with subsequent gender typicality in girls but not in boys. Girls who had higher‐quality relationships with their mother at age 7 felt more similar to other girls 4 years later.
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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 | 0.001 | 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) | 0.000 | 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".