Effects of Mothers’ Parenting Sense of Competence and Child Gender on Academic Readiness in Preschool Children with Symptoms of ADHD
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
Children with early symptoms of inattention, hyperactivity, and impulsivity are at risk for poor academic outcomes, but it is unclear how parents mitigate this risk prior to school entry for preschool-aged boys and girls. The current study examined the impact of child gender and mothers’ parenting sense of competence on the relationship between children’s difficulties with inattention, hyperactivity, and impulsivity and their academic readiness. One hundred and nine families of preschool-aged children were recruited from the community. Mothers reported on their sense of parenting competence and on their child’s levels of inattention, hyperactivity, and impulsivity. Children participated in a standardized clinical measure of academic readiness. Moderated moderation analyses revealed that mothers’ parenting sense of competence significantly moderated the impact of hyperactivity/impulsivity symptoms on boys’ academic readiness, but not girls’. Results are discussed in terms of their implications for parenting interventions that target academic readiness in children exhibiting early signs of inattention, hyperactivity, and difficulties with impulse control, particularly young boys showing symptoms of hyperactivity/impulsivity.
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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) | 0.001 | 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 it