Psychological capital and life satisfaction of refugees in Canada: Evidence from a community‐based educational support program
Bibliographic record
Abstract
Drawing on a 2-year community-based participatory research project, and grounded in the theories of positive psychology, this article examines the effects of targeted educational support on refugee participants' psychological capital (PsyCap)-hope, self-efficacy, resilience, and optimism-as well as life satisfaction. Two groups of participants attended a 14-week trauma-informed, educational support program in 2 consecutive sessions. The program was designed in collaboration with George Brown College, the Centre for Addiction and Mental Health, Wellesley Institute, and the Canadian Centre for Victims of Torture. The study aimed to understand the link between psychological capital and life satisfaction among refugees. Findings show that the participants' psychological capital-particularly PsyCap-resilience and PsyCap-optimism-improved consistently, which in turn was reflected in the participants' improved life satisfaction. The result also indicated a relationship between the four main characteristics of psychological capital and life satisfaction. We conclude that these indications of a potential positive association between refugees' psychological capital and life satisfaction should be further examined.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.005 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 source (direct Gemma or distilled Codex), 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".