Parenting Self‐Efficacy Within the First Year Postpartum in Non‐Birthing Parents: A Scoping Review
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
Parenting self-efficacy is a parent's belief in their ability to execute tasks related to raising children and providing them with care to ensure healthy development. While considerable research has been completed with birthing parents, the breadth of work that has been conducted on non-birthing parents is not known. The objective of this scoping review was to identify and analyze the literature on parenting self-efficacy in non-birthing parents within the first year postpartum. The search was completed on October 28, 2024. All qualitative and quantitative study designs were included. Titles, abstracts, and full text were screened by two reviewers. Overall, 125 studies reported on parenting self-efficacy in non-birthing parents. Over two-thirds (69.6%) of studies were published since 2011, with most being quantitative (91.2%). Only four studies included 2SLGBTQAA+ parents, only one of which reported on parenting self-efficacy differentiated by group. Over half (56.0%) of the studies used the term self-efficacy, followed by competence (28.0%) and confidence (16.0%). The measurement tool that was most used was the Parenting Sense of Competence Scale and the most common co-reported outcomes were depression and social support. In conclusion, while the field of research on parenting self-efficacy in non-birthing parents is growing, there is also a dearth of evidence on 2SLGTBQAA+ parents' parenting self-efficacy.
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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) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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