Bibliographic record
Abstract
Abstract Acculturative stress is part of a process leading to a psychological and sociocultural adaptation into a culture different from the one in which an individual was socialized. The study of acculturative stress encompasses factors including migration motivation, individual attributes, sources of stress, coping mechanisms, and adaptive strategies adopted by ethnocultural groups. Acculturative stress may have a positive effect on individuals when it represents a source of constant and meaningful intercultural experiences promoting learning and leading to adaptation. However, acculturative stress may negatively influence the individual's acculturation when it acts as an obstacle, representing a source of constant conflict and diminishing an individual's ability to adapt to the new culture. Negative experiences may force individuals to rely on coping mechanisms potentially resulting in social marginalization, separation, segregation, and assimilation. In addition to stressors originating from cultural difference, the process of acculturation may be affected by migrants' perception of the host culture, cultural distance, social support networks, and individual characteristics. Current research on stress and acculturation supports the study of acculturation through an intersectional lens, allowing for a deeper understanding of the experience of migrants and racialized minorities, and further informing the study of stressors and their dynamics at the individual and group level.
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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 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.008 | 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".