EXPERIENCE RISING FROM QUARTER-LIFE CRISIS: A PHENOMENOLOGY STUDY
Bibliographic record
Abstract
Early adulthood is a vulnerable period to various problems in life. Various problems have the potential to lead individuals, especially in early adulthood, to a quarter-life crisis. This study aimed to understand the experience of falling and rising (resilience) from a quarter-life crisis. A phenomenological approach was used and involved seven participants (three men and four women) aged 25-29 years who generally have completed undergraduate education and had suicidal intentions. Collecting data using in-depth interviews. The results show that the participants who had suicidal intentions perceived that their parents’ parenting style was authoritarian, indicated by the excessive demands received. Participants are responding to this demand by rebelling against their parents. Rebellion, failure at work, and the breakdown of relationships with lovers brought them to a slump. Participants lost their purpose in life, felt depressed, and got suicidal intentions. Insight in the form of regret and hope for the future becomes a turning point in life. Acceptance from parents, peer group social support, and professional assistance are important factors in the process of recovering from the quarter-life crisis. Participants who exceed a crisis show a harmonious relationship with their parents and the opposite sex and work with the support of various parties. This research has implications for the urgency of communication and harmonious relations in the early adulthood phase, especially emerging adulthood.
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How this classification was reachedexpand
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 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.005 |
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; both teacher heads agree on what is shown here.
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".