Correlates of mental health literacy among first-generation Korean American immigrant women

Choi, Y. Joon; Lee, Hee Yun; Yoon, Young Ji; Oh, Jennifer M.

doi:10.1080/15332985.2022.2027848

Cited by 4 publications

(7 citation statements)

References 46 publications

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supporting

confidence: 82%

“…In particular, language is an essential component of learning for English rst-language and secondlanguage learners; for the latter, there are myriad factors that impact English language acquisition and comprehension, including literacy (in rst-and/or second languages), years of learning English, academic support and scaffolding, and more 21 . As such, the present study reconceptualizes English pro ciency as a cognitive factor, rather than a demographic feature as observed in some existing studies [16][17] .Past research in multicultural communities suggests that English-language is conceptually intertwined with demographic factors such as culture and ethnicity [16][17] . However, ethnic background is innately unchangeable 22 , while English pro ciency is cognitively malleable.…”

supporting

confidence: 70%

“…Past research in multicultural communities suggests that English-language is conceptually intertwined with demographic factors such as culture and ethnicity [16][17] . However, ethnic background is innately unchangeable 22 , while English pro ciency is cognitively malleable.…”

mentioning

confidence: 99%

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Evaluating the Effectiveness of a School-Based Mental Health Literacy Intervention from a Comprehensive Demographic and Cognitive Perspective

Wei,

Sha,

McWeeny

et al. 2023

Preprint

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Childhood and adolescence are a critical period for the onset of mental and neurodevelopmental disorders and a time when many can be first identified. Research demonstrates that mental health literacy applied in school settings may be an effective approach to address these challenges. In contrast to many existing studies conducted in multicultural and multilingual settings that treated subjects’ language as a demographic feature, the present study recognizes English proficiency as a cognitive factor and views the school-based mental health literacy (MHL) intervention as a learning process. The present study aimed to assess the effectiveness of school-based mental health literacy intervention and explore how ethnicity and English proficiency as a cognitive factor, as a modified, rather than a fixed variable, impacted the intervention outcomes. Grade 9 students (n = 240) from schools in West Canada with diverse social/cultural background received the intervention in the classroom delivered by trained teachers and completed the pre-test and post-test over a 6-month period. The intervention was effective in improving knowledge and help-seeking attitudes among all students. Non-Chinese and native English-speaking students performed the best on all outcomes. Gender demonstrated an association with changes in stigma, stress and wellbeing. English proficiency was linked to knowledge acquisition, while ethnicity was connected to changes of attitude-related outcomes. These findings deepened our understanding of how sociodemographic and cognitive factors underlie changes in mental health literacy outcomes, which will facilitate the development of mental health literacy interventions for diverse student populations.

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supporting

confidence: 82%

supporting

confidence: 70%

See 1 more Smart Citation

Evaluating the Effectiveness of a School-Based Mental Health Literacy Intervention from a Comprehensive Demographic and Cognitive Perspective

Wei,

Sha,

McWeeny

et al. 2023

Preprint

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show abstract

“…In addition, the SDH framework provides a useful conceptual model to study the health outcomes of immigrant populations because a majority of immigrants are at high risk of undergoing adverse SDH. Immigrant populations specifically experience unique obstacles within the healthcare system including limited English proficiency, low health literacy, poor patient‐provider communication and lack of cultural competency in values (Choi et al, 2022; Lee, Hao, & Choi, 2021; Lee, Luo, et al, 2021), which lead to disparate health outcomes.…”

Section: Introductionmentioning

confidence: 99%

Social determinants of willingness to discuss end‐of‐life care with family and doctors among Korean American immigrants: Findings from a cross‐sectional survey in Alabama

Lee

Noh

Choi

et al. 2022

Health Social Care Comm

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Prior research reported lower engagement in end‐of‐life discussions and planning among Korean American (KA) immigrants; however, there is a dearth of research investigating factors associated with their willingness to discuss their end‐of‐life care wishes. This study aimed to examine the willingness to have end‐of‐life discussions with family and doctors among KA immigrants and social determinants of health (SDH) associated with willingness. A self‐administered, cross‐sectional survey was conducted with a convenience sample of 259 KA immigrants recruited from two counties in Alabama. Demographic, health, acculturation and SDH information were collected. Logistic regression analyses were conducted to examine associations between SDH and willingness for end‐of‐life discussion with family and doctors, respectively. The majority of the sample was willing to discuss end‐of‐life care with family (94%) and doctors (82%). Those with hospice awareness were more likely to have willingness for discussion with family (OR = 27.70, p < 0.001) and doctors (OR = 5.01, p < 0.001). Those who could not see a doctor because of cost (OR = 0.03, p < 0.01) and who had higher threats to interpersonal safety (OR = 0.74, p < 0.05) were less likely to have willingness for discussion with family. Those who had more chronic conditions (OR = 0.60, p < 0.05) and higher levels of social isolation (OR = 0.77, p < 0.05) were less likely to have willingness for discussion with doctors. The SDH identified in this study should be considered in developing interventions to promote end‐of‐life discussions in the KA immigrant community. Future research should investigate the associations explored in this study in a larger and more representative sample.

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“…Li et al 16 put acculturation, ethnicity, and English proficiency into a regression model that implicated ethnicity as the only significant predictor for help-seeking attitudes among Chinese international students in the United States. Conversely, Choi et al 17 assert that English proficiency is the most-significant predictor of MHL among Korean-American women compared to social support and baseline depression levels. In sum, these findings suggest that MHL differences between students may be independently or interactively predicted by ethnicity and English proficiency 18 .…”

Section: Introductionmentioning

confidence: 97%

Evaluating the effectiveness of a school-based mental health literacy intervention from a comprehensive demographic and social-cognitive perspective

Wei,

Sha,

McWeeny

et al. 2024

Sci Rep

View full text Add to dashboard Cite

Childhood and adolescence are a critical period for the onset of mental and neurodevelopmental disorders and a time when many can be first identified. Research demonstrates that mental health literacy applied in school settings may be an effective approach to address these challenges. In contrast to many existing studies conducted in multicultural and multilingual settings that treated subjects’ language as a demographic feature, the present study recognizes English proficiency as a social-cognitive factor and views the school-based mental health literacy (MHL) intervention as a learning process. The present study aimed to assess the effectiveness of school-based mental health literacy intervention and explore how ethnicity and English proficiency as a social-cognitive factor, as a modified, rather than a fixed variable, impacted the intervention outcomes. Grade 9 students (n = 240) from schools in West Canada with diverse social/cultural background received the intervention in the classroom delivered by trained teachers and completed the pre-test and post-test over a 6-month period. The intervention was effective in improving knowledge and help-seeking attitudes among all students. Non-Chinese and native English-speaking students performed the best on all outcomes. Gender demonstrated an association with changes in stigma, stress and wellbeing. English proficiency was linked to knowledge acquisition, while ethnicity was connected to changes of attitude-related outcomes. These findings deepened our understanding of how demographic and social-cognitive factors underlie changes in mental health literacy outcomes, which will facilitate the development of mental health literacy interventions for diverse student populations.

show abstract

Correlates of mental health literacy among first-generation Korean American immigrant women

Cited by 4 publications

References 46 publications

Evaluating the Effectiveness of a School-Based Mental Health Literacy Intervention from a Comprehensive Demographic and Cognitive Perspective

Evaluating the Effectiveness of a School-Based Mental Health Literacy Intervention from a Comprehensive Demographic and Cognitive Perspective

Social determinants of willingness to discuss end‐of‐life care with family and doctors among Korean American immigrants: Findings from a cross‐sectional survey in Alabama

Evaluating the effectiveness of a school-based mental health literacy intervention from a comprehensive demographic and social-cognitive perspective

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