Are Neighbors and Neighborhoods Still Important? Examining the Impact of Neighbors and Neighborhood Environments on Mothers’ Parenting Stress
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Bibliographic record
Abstract
The contemporary neighborhood literature discusses the complex relationships among neighborhood environments, social support, and parenting. Grounded in the Person-Process-Context-Time (PPCT) model, we examined how different sources of social support interact with Korean mothers’ perception of disorder in their neighborhoods, and if social support increases or decreases their parenting stress in rural and metropolitan areas. Using STATA 14.0, we conducted multiple regression modeling including tests for interaction effects. Our sample (from the 8 th Wave PSKC) included 1,300 mothers of seven-year-old children who were transitioning to first grade. The results showed that for metropolitan mothers, support from neighbors was important. Interestingly, receiving social support from friends/colleagues could increase or reduce their parenting stress depending on the type of residential neighborhood. Both rural and metropolitan mothers who reported negative impressions of their neighborhood environment experienced more parenting stress. However, these relationships disappeared when controlling for the interactions between mothers’ perception of disorder in their neighborhood and social support. These findings suggest that the social support that mothers receive from neighbors, and friends/colleagues, in general, play an important role in relieving parenting stress when raising first graders. However, living in disorganized, unsafe, or stressful neighborhood environments may restrict mothers’ parenting choices due to anxiety and limited outdoor space, resulting in increased parenting stress. Therefore, careful consideration of neighborhood characteristics is required to develop community-based parenting support services as part of family-friendly policies to effectively reduce the burden of parenting school-aged children in Korea.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 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 it