Are we there for each other? Longitudinal associations between parenting stress and coparenting in parents of preschool and school‐aged children
Bibliographic record
Abstract
Abstract It is well known that parenthood can be particularly stressful. However, less is known about the stability of parenting stress across children's developmental periods. Certain correlates to parenting stress, such as coparenting support between parents, also appear to play a crucial role in childrearing. The current study aims to shed light on the longitudinal associations between parenting stress during the preschool and school years, along with the moderating effect of coparenting support in this association. Eighty‐two heterosexual couples who are parents completed the Parenting Stress Index at Time 1 and Time 2 and the Coparenting Relationship Scale at Time 2. Actor‐Partner path analyses revealed that greater parenting stress in each parent was related to their partner's greater parenting stress at each time point, but only to their own greater parenting stress 5 years later. The association between fathers' parenting stress at both time points was weaker in fathers who reported greater coparenting support from their partner. Helping parents reduce their parenting stress and learn to support each other effectively as coparents may be important parenting intervention avenues.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 | 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 | 0.000 |
| 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".