Development of coparenting during the transition to parenthood: Integrating parents’ representations with observed interactions
Bibliographic record
Abstract
The transition to parenthood is a significant period of transformation and adjustment for all members of a new family, reshaping relational dynamics that often endure throughout the initial years of a child's life. This qualitative and longitudinal study aimed to explore coparenting representations held by both partners in a parental couple, along with observations of their family interactions, at three distinct points in time, with the aim to better understand the interaction between these representational and behavioral observations. In-depth interviews were conducted with 17 heterosexual, first-time parents in Santiago de Chile, during pregnancy and at two different times during the first year of their child's life. Family interactions were assessed using the Lausanne Trilogue Play task (LTP) on all occasions. Three main coparenting representation categories emerged: traditional, ambiguous, and co-responsible. On observation, approximately half of the couples showed cooperative coparenting interactions, while the other half had conflictual interactions. Couples generally followed stable trajectories over time. Cooperative couples demonstrated co-responsibility and open dialogue, while conflictual couples tended to follow traditional gender roles with tacit communication styles. This study highlights the importance of promoting co-responsibility and dialogue for fostering cooperative relational dynamics during the critical transition to parenthood.
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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 | 0.001 |
| 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".