Stepwise Diagnostic Evaluation of Chinese Large Language Models: Comparative Study of Common and Rare Diseases.

Acculturation is associated with a wide variety of mental health outcomes and help-seeking behaviors among Latinx caregivers of youth (i.e., non-gender binary term denoting Latin American descent) [–]. Acculturation describes the process of navigating and integrating the distinct norms of one’s culture and the host culture []. As many Latinx youth and caregivers are immigrants and undergo the process of acculturation, understanding differences in acculturation level among the Latinx community and the measures used to assess this process is essential to unpack within-group differences in vulnerability, resilience to stressors, and cultural influences on mental health service utilization [,]. While theory highlights both behavioral (e.g., language, media use, music selection, holidays celebrated, types of food consumed) and psychological dimensions of acculturation (e.g., sense of emotional attachment and belonging), research on mental health outcomes and help-seeking associated with acculturation have largely emphasized behavioral indicators among Latinxs that may be less proximal to psychological outcomes relative to measures assessing phenomenological factors such as cultural emotional attachment and belong []. The Psychological Acculturation Scale (PAS) was developed to address this gap, but adoption has been limited due to a lack of formal psychometric evaluations of this scale, possibly limiting its inclusion in psychological research []. The present study sought to address this measurement gap by psychometrically evaluating the structure, construct validity, and measurement invariance between the English and Spanish PAS forms within a diverse sample of Latinx caregivers of youth. The dimensionality of acculturation constructs has received significant research attention [,]. Historical conceptualizations of acculturation have often characterized acculturation as a unidimensional process, with individuals being on a continuum ranging from unacculturated to assimilated [,,]. Within this perspective, higher acculturation to the host culture results in the loss of an individual’s sense of orientation and affiliation with their culture of origin []. Alternatively, scholars have conceptualized acculturation as a bidimensional phenomenon whereby there are parallel processes—the maintenance of one’s culture as well as the adoption of the host culture—resulting in four distinct acculturation categorizations, namely integration, assimilation, separation, and marginalization []. Bidimensional frameworks view cultural maintenance and acculturation to the host culture as conceptually independent []. Research has also conceptualized acculturation as a multidimensional process that occurs across various life domains (e.g., cultural behaviors, values, attachment, identity, belonging) []. Further, researchers have drawn attention to the need to consider limitations associated with conceptualizing the acculturation process in host-heritage dichotomies within pluralistic societies, as culture extends beyond traditional racial/ethnic orientations (e.g., sexual orientation, gender identity, nationality, disability), which has resulted in the development of integrative models that address various cultural orientations []. Approaches to conceptualizing acculturation may focus on cultural specificity or cultural fairness. The cultural specificity approach emphasizes group-specific experiences (e.g., identity, values, pride, identification) for a target population (e.g., Latinxs, Asians) [,,]. A cultural fairness approach attempts to promote cross-group comparisons by using generalizable indicators of the acculturation process but often emphasizing behavioral indicators that may be more distal influences on mental health outcomes relative to psychological aspects of acculturation [,,].