Interethnic Contact, Identity, and Psychological Adjustment: The Mediating and Moderating Roles of Communication
Why is this work in the frame?
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Full frame distilled prediction
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.
- Candidate categories
- none
- Consensus categories
- none
- Domain
- Candidate signal: noneConsensus signal: none
- Study design
- Candidate signal: QualitativeConsensus signal: Qualitative
- Genre
- Candidate signal: EmpiricalConsensus signal: Empirical
- Teacher disagreement score
- 0.326
- Threshold uncertainty score
- 0.286
- Validation status
machine_predicted_unvalidated·codex-gemma-dda1882f352a
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)
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
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.
- Teacher spread
- 0.366 · how far apart the two teachers sit on this one work
- Validation status
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
Abstract
Social psychological theories of second‐language communication posit a relationship between second‐language competence/usage and social identity. Identity and adaptation outcomes of intercultural contact have also been central issues for cross‐cultural psychology. The studies described here are at the junction of these two research traditions. Based on a situated‐identity approach, they show the mediating and moderating roles of second‐language confidence for identity change and adjustment among minority‐ and majority‐group members. Two studies involving Canadian francophone and anglophone university students illustrate the relationship between relative status and identity as well as the mediating role of communication in determining identity and adjustment. The third study, involving participants of East Indian descent, shows that incongruities among aspects of identity are related to the experience of collective discrimination and stress. Furthermore, these relations are moderated by second‐language confidence. The conclusion discusses theoretical and practical implications for policy.
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.
The record
- Venue
- Journal of Social Issues
- Topic
- Multilingual Education and Policy
- Field
- Social Sciences
- Canadian institutions
- University of AlbertaUniversity of Ottawa
- Funders
- not available
- Keywords
- PsychologySocial psychologyIdentity (music)Social identity theorySocial identity approachSituatedIdentity formationDevelopmental psychologySocial groupSelf-concept
- Has abstract in OpenAlex
- yes