The association between multilingualism and socio-emotional functioning
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Research on the relation between multilingualism and socio-emotional functioning is lacking. Furthermore, the research that does exist is mixed and interpretation of results is made difficult by an inability to separate out the effects of acculturation from those of multilingualism. To fill the gap in the literature, the two studies presented in this thesis examined the relation between multilingualism and individualsâ functioning. Study 1 compared monolingual and multilingual adolescents on self-reports of stress, anxiety, depression, and disruptive behavior. No between group differences were found, but the participantsâ showed significant increase in stress and decrease in disruptive behavior over the course of the first year in high school. Study 2 compared monolingual, bilingual, and multilingual (three languages or more) university students on their reports of stress. To assess for the effects of acculturation, the participants were also categorized based on their status in Canada as citizens, immigrants, or international students. No differences were found on reported stress between language groups. However, immigrants reported significantly higher stress than citizens. The coping behaviors of different groups were also assessed and differences were found between participants based on the number of languages spoken and on their status in Canada. Discussion focuses on the risks and benefits of multilingualism.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 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 it