Social and Individual Sources of Self-identification as Global Citizens
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
As an important type of cosmopolitan orientation, global self-identification refers to a higher level of self-identification with the world than with a particular nation-state. It has implications for the fate of nation-states and the prospect of global governance. This article examines what factors promote the adoption of global self-identification, using the recent wave of the World Values Survey data (2005–2008). I conceptualize the adoption of global self-identification as a two-level interactive process. While macro-level national characteristics do not directly impact global self-identification, they constitute the broader institutional context that conditions the effects of micro-level sociodemographic attributes. Specifically, existing theories often attribute the adoption of global self-identification to education and generational shifts. I argue that the cosmopolitanism-promoting effect of education and young age is not uniform across all countries but is more salient in affluent countries that are more involved in globalization. This emphasis on the cross-level interplay reveals both (1) the importance of country-level factors as the context under which individual-level factors operate and (2) the importance of individual-level factors as the conduit through which country-level influences penetrate down to individuals.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| 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