Peran dukungan sosial dalam menghadapi fase quarter life crisis dewasa awal penyandang disabilitas fisik
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
Early adulthood is a time when individuals will experience complex developmental problems related to the role of adults and the underlying psychological processes. Persons with disabilities are someone who experiences physical or sensory limitations for a long time, called physical limitations if the individual loses (all or part) his body functions motorly, activities such as fine motor skills, talking, walking, hand movements and so on. At this time individuals will tend to have negative feelings such as feelings of uncertainty, anxiety, anxiety, and frustration which is usually called the quarter life crisis phase. Social support is a feeling of comfort, attention, and assistance received by individuals from other individuals. The purpose of this study was to determine the effect of social support and quarter life crisis on early adults with disabilities. This study used a descriptive quantitative technique on 102 participants. The research subjects were taken using a purposive sampling technique with the criteria for early adulthood persons with physical disabilities, male or female, aged 18-25 years. The instruments in this study consisted of the Multidimensional Scale of Perceived Social Support (MSPSS) and the Quarter Life Crisis Scale. The results showed that there was an effect of social support on quarter life crises in early adulthood with disabilities (r = .053; p = .020 <.05). Keywords: Early adulthood, quarter life crisis, physical disabilities, social support
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.001 |
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