Bibliographic record
Abstract
The current research investigated situational variations in ethnic identity and the relations between identity variations and psychological well-being. In a sample of first- ( n = 47) and second-generation ( n = 82) immigrants to Canada who completed a questionnaire survey, it was found that Canadian and heritage identity variation showed the hypothesized situational and generational differences. Furthermore, heritage affect and heritage ties buttressed the second-generation group from experiencing negative well-being as a result of differences in heritage identity across private and public domains (i.e., cross-situation variation). Finally, the relations between situated Canadian or heritage identity (i.e., within-situation variation) and well-being in both generations depended on the felt authenticity associated with the given identity. In general, our results showed positive effects of feeling true to a counternormative (vs. normative) identity on well-being. These patterns were interpreted in terms of the normative implications of the situated identity choices. Overall, the results underscore the importance of examining when and how identity variation is psychologically adaptive or maladaptive in multicultural contexts.
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.
How this classification was reachedexpand
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 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.008 | 0.001 |
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 itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".