The Impact of Acculturation on the Perception of Academic Achievement by Immigrant Mothers and Their Children
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
This study investigated the effect of acculturation on definitions and attributions towards children's school achievement. Iranian and Iranian-canadian immigrant mothers and their upper-elementary school children were interviewed about their definitions and attributions about school success and failure. There were significant effects of acculturation on the definitions and attributions of both mothers and children. Definitions of school success and failure held by Iranian mothers and their children were product-based, whereas the immigrant mothers and their children used definitions that were more process-based. While Iranian mothers attributed their children's school performance primarily to `effort', `family' appeared to be the most frequent attribution held by Iranian-canadian immigrant mothers. The Iranian children consistently attributed academic success and failure to `effort', whereas the immigrant children's responses were variable, demonstrating acculturation to Western belief systems. The findings demonstrate how acculturation influences mothers' and children's beliefs about school achievement through the process of immigration. Implications for theory are discussed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| 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