Constructing the Self-concept through Culture: A Study with Indigenous and Mestizos Students from Different Educative Settings in Chiapas (Mexico)
Why this work is in the frame
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Bibliographic record
Abstract
This study explored self-concept among 631 adolescents (410 mestizos and 221 indigenous) from the Intercultural University of Chiapas (331), the Autonomous University of Chiapas (150) and University of Altos de Chiapas (150). Our aim was to compare the results of the personal and social self-concept task (PSSC) between the students that participating in these three universities. We predicted, following the MMM approach of culture’s impact on self concept, that students will have different self-concepts because they participating in different educative settings. Specifically, we expected that adolescents who are members of the Intercultural University of Chiapas will score significantly higher on social categories in self-concept task than students who are members of the private University of Altos de Chiapas and Autonomous University of Chiapas. The results supported this hypothesis. We conducted an analysis of variance (ANOVA), showing significant differences in the studied groups. We suggested that proximal process is the mechanism through which culture influences individuals. Key words : Self-Concept; Indigenous; Mestizos; Individualism Versus Collectivism; Proximal Process Resume: Cette etude a explore le concept de soi chez 631 adolescents (410 metis et 221 autochtones) venant de l'Universite interculturelle du Chiapas (331), l'Universite autonome du Chiapas (150) et l'Universite d' Altos de Chiapas (150). Notre objectif etait de comparer les resultats de la tache du concept de soi personnelle et sociale (CSPC) entre les etudiants de ces trois universites. Nous avions predit, en suivant l'approche de l'impact de la culture sur le concept de soi, que les eleves ont de differentes conceptions de soi, car ils participent a de differentes institutions educatives. Plus precisement, nous avons espere que les adolescents qui sont membres de l'Universite interculturelle du Chiapas auraient des notes plus elevees en categories sociales dans la tache du concept de soi que les etudiants qui sont membres de l'Universite privee d' Altos de Chiapas et ceux de l'Universite autonome du Chiapas. Les resultats a confirme cette hypothese. Nous avons effectue une analyse de variance (Andva), ce qui monte des differences significatives dans les groupes etudies. Nous avons suggere que le processus proximal etait le mecanisme par lequel la culture influence les individus. Mots-cles: Concept De Soi ; Autochtones ; Metis ; Individualisme Contre Collectivisme ; Processus Proximal
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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 | 0.000 | 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 | 0.003 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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