The Experience of Absorption of New Immigrant Adolescents in the Digital Age, as Perceived by Mentors Who Work With Them From a Social-Emotional Point of View
Bibliographic record
Abstract
Immigration of adolescents involves multiple, many-faceted changes. This study examined the experience of absorption of adolescents in Israel, in the digital age, through the eyes of mentors who work with them, from the mentors’ social-emotional perspective of themselves and of their students. In this mixed-method study, 122 mentors completed questionnaires with closed and open-ended questions, and wrote extensively about their difficulties. The findings show that most mentors (66%) worked hard to make their students part of the social fabric. Some of the mentors (34%) encountered problems resulting from misunderstandings and poor communication because of language difficulties and lack of control over pragmatic aspects in a sociocultural context. They strove to raise social awareness in the adolescents through observation, and to provide tools for reading and responding to behaviors, all the while encouraging social involvement. Mentors thought that digital environments helped them and the adolescents in their coping. Thanks to digital environments, especially smartphones, adolescents were able to blend into their new environment. Translation, databases, numerous applications, and groups on social networks respond to their needs and help with difficulties they encounter in real time, creating a sense of social connection and belonging.
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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 | 0.001 |
| 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".