Finding the right balance: youths’ perspectives on parental involvement in dance
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
This article focuses on how adolescent female competitive dancers reported perceiving, negotiating, and navigating parental involvement in their competitive dance activities. Our qualitative study involved dancers who compete in General Competitive dance, Highland competitive dance, and Irish competitive dance. Dancers identified several areas of importance around parental involvement including consideration of autonomy and decision-making, and connections between knowledge of dance and parental expectations. Our data indicate that dancers have a nuanced understanding of parental involvement and support including gendered expectations of parental roles, the importance of dancer autonomy, and an appreciation of the time and financial commitments made by parents. Dancers stressed the importance of finding the right balance that works for individual parents, dancers, and families given their specific interpersonal dynamics and preferences. This research highlights the importance of ongoing discussion of expectations, support, and involvement between parents and dancers to maintain positive and mutually supportive dancer–parent relationships.
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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) | 0.000 | 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 | 0.000 |
| 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 it