Parental Attachment and Peer Support as Moderators of Associations Between Childhood Mobility and Young Adult Sense of Belonging and Depression
Bibliographic record
Abstract
Objectives: This study examined how childhood residential moves and non-normative school transitions are associated with a sense of belonging and depression in young adults, and how parental and peer relationships may serve as moderators of these associations. Methods: The participants were 487 young adults (358 females, 129 males; mean age = 19 years, age range = 17 to 30) who completed retrospective measures of family instability, parental and peer support (the Attachment History Questionnaire; Pottharst, 1990), depression (the Centre for Epidemiologic Studies-Depression scale; Kohout et al., 1993), and the Psychological scale from the Sense of Belonging Instrument (Hagerty & Patusky, 1995). Results: The bivariate associations for residential moves and school transitions were weak, but there were significant interactions involving parental attachment and peer support. The interaction patterns revealed that when parental attachment or peer support were high, sense of belonging was high and depression scores were low, even when there were many residential moves and school transitions. However, for people with more impoverished relationship contexts, outcomes were more positive (for six out of eight interactions) when there was more mobility. Conclusion: The findings provide a more nuanced perspective on the correlates of residential moves and school transitions than what has been previously reported in the literature.
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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 | 0.007 | 0.001 |
| 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 | 0.001 |
| 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".