The Associations Between Parental Playfulness, Parenting Styles, the Coparenting Relationship and Child Playfulness
Bibliographic record
Abstract
This study explores the associations between parental playfulness and various aspects of parenting, specifically role overload, parenting behaviors, and the quality of coparenting. In addition, we explore the relation between parental playfulness and child playfulness, as well as the differences in playfulness between mothers and fathers. This cross-sectional, questionnaire-based study relied on a sample of 348 parents (84.7% mothers) of children aged 3-8 years old (52.9% girls). Significant associations were found between parental playfulness and cognitive aspects of child playfulness (e.g., sense of humor). Certain dimensions of coparenting (e.g., support) and other parenting behaviors (e.g., challenging and warmth) were also correlated with parental playfulness. There was no association found between parental playfulness and parental role overload. However, a significant moderation effect of parental gender was found only for the association between parental playfulness and role overload. This analysis showed that parental playfulness was positively associated with role overload for fathers but was negatively associated for mothers. Lastly, we did not identify differences between mothers' and fathers' self-reported playfulness. These results provide important information about an understudied parental behavior, which may inform interventions promoting positive parenting.
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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 | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.011 | 0.002 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 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".