Greeks and Albanian Immigrants’ Perceptions on Family Values, Marriage Myths and Love: The Role of Acculturation
Bibliographic record
Abstract
This paper aims to shed light on issues examined in the framework of social pedagogy, such as those that influence and often determine the values and the integrative model of individuals and groups as well as their subsequent perceptions and behaviours. The study focuses on comparative data from Greek and Albanian immigrants related to family values, parental roles, emotional models, family relationships as well as dimensions such as cultural integration and assimilation. More specifically, this article presents results regarding family values, marriage myths, intimacy, passion and commitment among 231 native Greeks and 102 Albanian immigrants. Next, it presents the correlations of acculturation of immigrants with family values, marriage myths and love. Participants completed the Triangular Love Scale (Sternberg, 1997), the Marriage Quiz (Larson, 1988) and the Family Value Scale (Georgas, 1999). Immigrants’ acculturation was measured using the Vancouver Index of Acculturation (Ryder et al., 2000). Traditional values such as the father as protector, the woman as subordinate, and restriction of emotions of intimacy were more prevalent among immigrants than among Greeks. Married people with children scored lower in intimacy, passion and commitment than unmarried and married participants without children. Immigrants’ orientation toward heritage culture and marriage myths was related to lower levels of intimacy. Both native Greeks and immigrants related good relationships of parent and children to higher intimacy, passion and commitment.
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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 | 0.000 | 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 | 0.000 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
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".