The role of religiosity and self-efficacy towards a quarter-life crisis in Muslim college students
Bibliographic record
Abstract
Being a student is one of the phases of one’s development when entering the emerging adulthood phase. In the transition from adolescence to adulthood, people usually begin to experience problems in their lives. Those problems are generally related to the future. This study examines the role of religiosity and self-efficacy on a quarter-life crisis in Muslim college students. A total of 116 students from various universities in Padang participated in this study. Data were analyzed using multiple linear regression analysis. The results of this study indicate that the hypothesis is accepted. Religiosity and self-efficacy have a significant role in the quarter-life crisis. That means when religiosity and self-efficacy are high, the quarter-life crisis experienced by students decreases. This result has indicated by the calculated F value of 5.019 and a significance level of 0.008 (p<0.05). The contribution of religiosity and self-efficacy to the quarter-life crisis is 8.2%. This study also found that the partial contribution of religiosity did not have a significant role in the quarter-life crisis. On the other hand, the contribution of self-efficacy partially remains significant to the quarter-life crisis.
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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 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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".