What Comes First, Acculturation or Adjustment? A Longitudinal Investigation of Integration Versus Mental Resources Hypotheses
Bibliographic record
Abstract
A focal point in the acculturation literature is the so-called "integration hypothesis," whereby integration (high mainstream cultural engagement and heritage cultural maintenance) is associated with higher psychosocial adjustment, compared to other strategies. Yet, the vast majority of this literature is cross-sectional, raising questions about how best to understand associations between integration and adjustment. Does greater integration lead to greater psychosocial adjustment, as proposed by the integration hypothesis? Or is it the other way around, with more adjustment leading to greater integration, consistent with what we name the "mental resources hypothesis?" This study tests these 2 competing hypotheses in a 4-wave longitudinal study of 278 international students in their first weeks and months in Canada. The results replicate well-documented cross-sectional acculturation-adjustment associations. They also show that baseline adjustment is prospectively associated with later integration and mainstream acculturation, but not vice versa, supporting the mental resources hypothesis but not the integration hypothesis.
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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 | 0.005 | 0.016 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 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".