17113 Effectiveness of a Culturally Adapted School-Based Intervention to Enhance Mental Health Literacy and Reduce Stigma among Malaysian Chinese Adolescents: R1a-3
Bibliographic record
Abstract
Mental health challenges among Malaysian adolescents, particularly among Chinese adolescents are exacerbated by limited mental health literacy (MHL), pervasive stigma, and low help-seeking behaviours. Existing school-based interventions are often culturally incongruent, leading to limited impact. This study proposes a two-phase research project to culturally adapt, validate, and evaluate “The Guide”, a Canadian school-based mental health literacy intervention for Malaysian Chinese adolescents. The study has three key objectives: (i) to adapt and validate the module for cultural relevance, (ii) to assess its impact on MHL, stigma, and help-seeking behaviours, and (iii) to evaluate its feasibility and acceptability in Malaysian Chinese school settings. In Phase 1, the module will be culturally adapted and validated through expert review using Lawshe’s Content Validity Ratio. In Phase 2, a quasi-experimental design will compare pre, post, and follow-up outcomes between intervention and waitlist groups using repeated measures MANOVA. Accounting for potential attrition of 10–20%, a total of 88–99 participants per group will be recruited from two Chinese-medium secondary schools. Qualitative feedback will provide contextual insights from participants and educators. Anticipated findings include increased MHL, reduced stigma, and improved help-seeking attitudes. This research addresses a critical gap in adolescent mental health intervention in Malaysia and supports the National Strategic Plan for Mental Health (2020–2025) by advancing culturally appropriate, school-based prevention strategies. By fostering culturally grounded mental health awareness, the study is expected to support adolescent resilience in an AI-driven world increasingly shaped by digital media exposure and cross-cultural complexities. If proven effective, the module has the potential to be scaled and integrated into mental health education across Chinese-medium secondary schools nationwide.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 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".