Moderating Role of Acculturation and School Type on Association between Parenting Style and Positive Psychological Development among Iranian Adolescents in Malaysia
Bibliographic record
Abstract
This study examines the moderating role of acculturation and school type (Iranian vs. International schools) on the association between parenting style and positive psychological development (PPD) among Iranian youth in Malaysia. Some 194 Iranian adolescents were selected from Iranian and International schools using the stratified random sampling method. The Iranian Version of the Self-Identity Acculturation Scale (SL-ASIA), Alabama Parenting Questionnaire (APQ), and Positive Youth Development-Short Form (PYD-SF) were employed. Partial Least Squares Structural Equation Modelling (PLS-SEM) was used for data analysis. The results indicated that acculturation moderated the association between father involvement and poor monitoring in the PPD of adolescents. Moreover, positive parenting moderated the correlation between the total scores for acculturation and PPD, although the school type did not. The current study has indicated the importance of the role of acculturation on the association between parenting and PPD of migrated Iranian adolescents in host countries.
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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 | 0.002 |
| 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) | 0.001 | 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".