Parent-Child Interactions and Children's Phygital Risk Behaviors: A Human-Centric Approach
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
Phygitality creates environments filled with paradoxical situations and tensions. Using Paradox Theory as the macro-foundational lens, this conceptual article integrates Attachment Theory and Behavioral Control Theory as the supporting macro-foundations to explain how parental strategies (parental responsiveness, behavioral control, and psychological control) shape children's phygital self (intrapersonal self and interpersonal self), and, in turn, influence two forms of children's phygital risk behaviors: self-identity-related and social-related risks. The framework incorporates five contextual factors: two internal contextual factors at the individual level and family level, and three external contextual factors (educators, marketers, and public sectors). It further embeds the parent-child relationship within a broader macromarketing system, theorizing how these external stakeholders co-shape children's phygital environments and collectively impact societal well-being. Finally, we outline policy- and practice-oriented pathways for reducing phygital risks at scale, positioning parental strategy not as a private matter but as a lever for human-centric, responsible phygital governance.
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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 | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| 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