Social Support Among Adolescents Across Immigrant Generations: A Mixed-Methods Study
Bibliographic record
Abstract
The present mixed methods study explored perceived differences in social support across three immigrant generations of early adolescents residing in Canada. A total of 960 first-generation ( n = 249, M age = 13.02, σ = .69, 54.2% girls), second-generation ( n = 327, M age = 12.88, σ = .69, 57.5% girls) and third-plus-generation ( n = 384, M age = 12.81, σ = .69, 57.3% girls) early adolescent immigrants completed the self-reported Child and Adolescent Social Support Scale, and 16 of them participated in individual interviews on social support. Multivariate analyses of covariance (MANCOVA), in which we controlled for sex, mother tongue, and socioeconomic status (SES), showed that second-generation early adolescents perceived significantly less social support from their mother, teachers, school personnel, and classmates compared to their first- and/or third-plus-generation counterparts. Our mixed methods analysis revealed that these second-generation youth perceived several barriers to social support, such as an unsatisfactory quality of their relationships with these sources, a negative attitude from these sources, their limited availability or involvement, and their ineffectiveness in providing certain types of support. These findings highlight the importance of better understanding the unique challenges facing second-generation early adolescents in order to provide social support adapted to their needs.
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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 | 0.004 | 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 | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".