Rumor has it, they cut a part where Harvey Levin slurps on baby guts out of a Big Gulp. This is also the plot of Mother! Once the pressure of being around people for too long gets to be too much, Jennifer burns down the house.
Michelle Pfeiffer is a BuzzFeed quiz. Few do. Please remember to brace your sinks. Original sin! Also, Javier Bardem has clearly been covertly injecting water into the shale beneath their house at high pressure, so as to better extract oil from the ground. Jennifer Lawrence is Sebastian Stan. That's what so exciting — everybody is going to feel something ," star Jennifer Lawrence said in an interview with Entertainment Weekly. It's going to create a controversy.
Varying interpretations of Mother! Looking at all the Mother! Spoilers ahead! Probably the most likely and popular theory of them all is that Mother! This theory is probably the most obvious, but it's also the one that has been confirmed the most by those involved in the film, even the director himself. This interpretation suggests that Mother! In other words: it's a call to arms, sounding the bell of climate change.
Like Mother! He needs food, the tree feeds him; he wants to play, she let shim climb. As time goes on, however, the boy becomes more and more demanding, eventually destroying the tree. The book itself is much more forward than Mother! In addition to being a statement piece about global warming, Mother! The film, according to Aronofsky, takes place on the sixth day of creation.
Looking at the film through the lens of the Bible, however, has proven tricky. The results of the examination of differences between mother- and father-reported theories of intelligence are shown below. As seen in Table 2 , only Table 2. Levels of parents over, under, and in agreement with theories of intelligence.
First, we conducted linear regression twice to determine the pure relationship between parental theory of intelligence in pairs and parental involvement for maternal and paternal involvement, separately, as dependent variables.
We conducted polynomial regression twice to separately analyze maternal and paternal involvement as dependent variables. From the polynomial regression, we obtained five polynomial coefficients b 1 —b 5.
These coefficients and their significance of polynomial regression and response surface are presented in Table 3. Further, the three-dimensional response surface of the relationship is provided in Figures 1 , 2 as a visual illustration of the results. Table 3. Initial regressions, polynomial regression and response surface results for parental theories of intelligence IT as independent variables of maternal and paternal involvement.
Figure 1. Three-dimensional results of the response surface of maternal involvement. Z-axis: maternal involvement level. Figure 2. Three-dimensional results of response surface of paternal involvement. Z-axis: paternal involvement level. The RSA plot response surface in which the dependent variable is maternal involvement is shown in Figure 1.
We can also see the trend from the near point to the remote point in Figure 1 and the dashed line in the left graph of Figure 3. Figure 3. Next, we focused on whether the direction of discrepancy makes a difference e. That is, when a mother holds a stronger incremental theory of intelligence than the father, maternal involvement is higher than when the mother holds a stronger entity theory of intelligence than the father.
We can also see a trend from the left point to the right point in Figure 1. Finally, to investigate whether the degree of discrepancy between mother- and father-reported theory of intelligence matters, we calculated the a 4 surface value.
The RSA plot response surface in which the dependent variable is paternal involvement is shown in Figure 2. We can also see the trend from the right point to the left point in Figure 2 and the dashed line in the left graph of Figure 4. Figure 4. Next, we focused on whether the direction of discrepancy created any difference in results. In contrast to maternal involvement, the direction of theory of intelligence has no relationship with paternal involvement.
Finally, we examined whether the degree of discrepancy between mother- and father-reported theory of intelligence related to paternal involvement. As shown in Figure 4 right , from left to right on the curve, paternal involvement first decreases, then increases, and then reaches the lowest point when it is in the middle of the line where parental theories of intelligence are mostly in agreement , which means that paternal involvement is relatively high when father- and mother-reported theories of intelligence are incongruent.
We can also see the trend from the near point to the remote point in Figure 2 and the right graph of Figure 4 , which shows that paternal involvement is lowest when parental theories of intelligence reach agreement.
The current study aims to determine whether parental theories of intelligence relate to parental involvement as a couple, then focuses on the effect of the congruence and discrepancy between parental theories of intelligence on parental involvement separately. On the other hand, when there was discrepancy between parental theories of intelligence, the direction of discrepancy was related to maternal involvement, and the degree of discrepancy was related to paternal involvement.
Specifically, maternal involvement is higher when the discrepancy is such that the mother holds a stronger incremental theory than the father and is lower when the mother holds a stronger entity theory than the father; paternal involvement increased when the discrepancy between parental theories of intelligence was greater and decreased when the discrepancy was smaller.
This result is consistent with those of previous studies Ames and Archer, ; Stipek et al. One explanation for this finding is the different roles that fathers and mothers play in family education.
Based on the identity theory Degarmo, ; Adamsons and Pasley, , when an individual becomes a father or a mother, there are multiple social roles such as breadwinner, daily caregiver, protector, etc. Individuals evaluate these roles according to social standards and social expectations and then form self-meaning identity criteria and behave consistently with these standards Stryker and Serpe, In China, Confucianism provides a complete ethical system that draws distinctions for the gender equality standards: males are mainly responsible for the activities outside of the family raising a family, earning the family income, etc.
Wu et al. When fathers and mothers both engage in the education of their children, this coparenting style reveals that mothers aim to control the educational activities via a practice known as maternal gatekeeping. In the current study, the gatekeeping theory might reasonably explain the observed results. Six regression analyses were then performed to test the potential mediators, and variables considered as covariates were controlled for in regression equations Wen et al.
Figure 5. Summary of one distinct mediation model. The paths from the predictor to the dependent variable report the beta coefficient for the direct effects in bold characters and the indirect effects of the predictor ind.
In terms of the effect of congruence, as we speculated, we found that when the father and mother hold a theory at the same level, the incremental theory that they hold is stronger, the maternal and paternal involvement will be greater. These results are in accord with our hypotheses. Thus, under such circumstances, maternal and paternal involvement relate to the level of both maternal and paternal theories of intelligence.
Furthermore, when parents hold a theory at the same level reach a state of congruence , the effect of their theories might improve due to the augmented interaction in the family.
However, on the other hand, we must consider the negative aspect of congruence. Our results suggest that congruence may be harmful to involvement when both parents agree that ability is unchangeable. This congruence of high entity theory produces an inactive educational environment in the family; both the mother and father allow the child to pursue performance rather than learning, which could be even worse than the existence of discrepancies.
If parents hold divergent beliefs, there is a chance that they may discuss this issue and find a way to resolve the problem, while complete agreement on an entity theory might lead to no discussion. A similar assumption was made in another study. Human et al. Regarding discrepancy, in the current study, we found only partial support for our hypotheses.
The direction of discrepancy is important for maternal involvement. This discrepancy can also be explained by the different roles of mothers and fathers at home Stryker and Serpe, ; Degarmo, ; Adamsons and Pasley, ; Wu et al.
Consequently, the direction of the discrepancy was related only to maternal involvement. With regard to the degree of discrepancy, paternal involvement increases as the degree of discrepancy increases, which might also be partly explained by the gatekeeping theory. The limitations of our study provide directions for future studies. First, the current study is a cross-sectional study. Through the use of polynomial regression with RSA, we can determine only the correlation between parental theories of intelligence and parental involvement.
Parental theories of intelligence relate to parental involvement Hoover-Dempsey and Sandler, , ; Moorman and Pomerantz, ; Muenks et al. Therefore, a longitudinal or intervention study is necessary for the future. Second, the dependent variable in the current study is the frequency of parental involvement, but the quality of parental involvement is also important. For example, some empirical evidence shows that parental theories of intelligence were related to the quality of parental involvement Stipek et al.
Thus, we should pay more attention to the quality of parental involvement. Third, the generalizability of this study to other populations is less clear. Future studies could investigate the relationship between parental theory of intelligence and parental involvement in other cultural contexts.
All subjects gave written informed consent in accordance with the Declaration of Helsinki. KJ: conception and design of the study and analysis and interpretation of the data. JL and CL: analysis of the data. XG and HZ: manuscript revision. BL, ZL, and LL: substantial contributions to the design of the study and final approval of the manuscript version to be published.
Data collection was performed by all of the authors. The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. Adamsons, K. Refining identity theory to better account for relationships and context: applications to fathering. Theory Rev. Allen, S. Marriage Fam. Allison, P. Missing data: quantitative applications in the social sciences.
Ames, C. Aunola, K. Blackwell, L. Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention. Child Dev. Bosma, H. Who has the final say? Bowen, M. The use of family theory in clinical practice. Psychiatry 7, —
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