Effect of Parental Warmth on Adolescent Negative and Positive Affect Variability
Bibliographic record
Abstract
Adolescence is a sensitive period in which adolescents go through various biological, cognitive, and social changes (Sawyer et al., 2018), which makes them vulnerable to mental health difficulties (Fuhrmann et al., 2015). Affect variability is measured by intraindividual standard deviation (iSD) utilizing intensive longitudinal data and indicates how much negative affect and positive affect fluctuate over time (Larson et al., 1980; Chiang et al., 2023). Both negative affect variability and positive affect variability are important factors in predicting mental health outcomes among adolescents (Breaux et al., 2020; Chiang et al., 2023; Larson et al., 1980; Larson et al., 1990; Neumann et al., 2011; Silk et al., 2003; Silk et al., 2011; Weinstein et al., 2013). However, little is known about the predictors of the development of negative and positive affect variability in adolescence. Hence, it is necessary to know the antecedents of affect variability to improve mental health in adolescence. Parenting practices are robust estimators of youths’ mental health (Morris et al., 2007, 2017). Parental warmth and affection are precursors of various positive developmental outcomes (i.e., decreased hostility and aggression, and increased independence, positive self-esteem, positive self-adequacy, emotional responsiveness, emotional stability, and positive worldview) in childhood and adolescence (Khaleque, 2012). Parental warmth is also necessary in adolescence to improve mental health outcomes (Boullion et al., 2023; Butterfield et al., 2021). We aim to examine the role of parental warmth in predicting adolescent negative and positive affect variability. We will examine the associations between caregiver- and adolescent-reported parental warmth, and adolescent negative and positive affect variability. Our research questions are: 1. Does caregiver-reported parental warmth predict adolescents’ negative affect variability? 2. Does caregiver-reported parental warmth predict adolescents’ positive affect variability? 3. Does adolescent-reported parental warmth predict adolescents’ negative affect variability? 4. Does adolescent-reported parental warmth predict adolescents’ positive affect variability?
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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 | 0.006 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.000 | 0.003 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.003 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.003 |
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; both teacher heads agree on what is shown here.
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".