Ethnocultural Identity Clarity and the Associations with Psychological Distress and Stigma of Depression
Notice bibliographique
Résumé
Background: Canadian universities are becoming more multicultural in the past decades. Students also report high level of depressive and anxiety symptoms, as well as their related stigma. Past studies that explored the associations between cultural variables and psychological well-being often categorized a participant as coming from a single ethnocultural group, disregarding the individual cultural processes that a multicultural individual experiences. We explored two ethnocultural variables: 1) ethnocultural groups (the cultural group that a person identifies with), and 2) cultural identity clarity (how much a multicultural person is clear on who they are culturally), and how they were associated with psychological distress and the level of public stigma of depression. Methods: After literature search, related questionnaires were identified, and additional questions were compiled into a single survey package. A total of 4,215 Queen’s University students were invited to participate in the study. We first evaluated the performance of the Cultural Identity Clarity Scale. We then explored the association between cultural identity clarity and psychological distress using the modified Poisson regression. The relationship between ethnocultural group and stigma of depression was explored using ordinal logistic regression. All models were adjusted for demographic variables that were relevant to the post-secondary environment. Results: Our final sample size was 750 students. The Cultural Identity Clarity Scale performed well among our sample, with good reliability and convergent validity. Multicultural students who were clearer on who they were culturally experienced a lower risk of being psychologically distressed compared to those who were less clear on who they were. We also found that the levels of stigma of depression were different depending on the identified ethnocultural group among multicultural international students. Conclusion: Our findings suggested that ethnocultural factors may be implicated in psychological well-being and stigma of mental illness in post-secondary settings. We propose future research to focus on the individual multicultural process alongside the exploration of ethnocultural groups when conducting research around the multicultural population. We also recommended a mental health service approach that is culturally inclusive and specific, as well as an anti-stigma program that is more targeted to address the cultural components of stigma.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,009 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,001 | 0,000 |
| Science ouverte | 0,000 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».