Grandparent support during childhood is associated with emotional wellbeing in emerging adulthood
Bibliographic record
Abstract
Background: Due to longer life expectancies and age-related socioemotional strengths, grandparents are well-positioned to play roles that contribute positively to their grandchildren's emotional development. Prior research shows that strong emotion regulation and social skills, as well as familial social support serves individuals well during emerging adulthood, a time when emotional wellbeing is challenged. Given this, and the fact that social and emotional skills are learned in early childhood, we reasoned that grandparental relationships in both early childhood and emerging adulthood may play an important role in the emotional wellbeing of their grandchildren in emerging adulthood. Methods: Survey of 514 emerging adults (ages 18-29) who reported on their emotional wellbeing and family relationships. Support from grandparents during childhood was reported retrospectively along with reports of current support from grandparents. Analytical methods include multiple linear regression and moderated regression. Results: Support received from grandparents during early childhood was associated with greater emotional wellbeing in emerging adulthood. This association persisted even if grandparents had died before their grandchildren reached adulthood and was not moderated by relationship quality with parents or primary caregivers. Support from grandparents in emerging adulthood was also associated with emotional wellbeing during that time, and this association was complemented by support in childhood. Discussion: Findings highlight the importance of supportive grandparent relationships for grandchildren, pointing to the possibility that support during the developmental period when children are learning to regulate emotion and navigate social situations is especially protective of emotional wellbeing in emerging adulthood. This work underscores the importance of considering multiple generations and a life course perspective when examining how familial relationships are associated with wellbeing.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.003 |
| 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 | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".