Balance Between a Realm of Possibilities and a Void of Emptiness: A Study on the Effect of Quarter-Life Crisis on Self-Esteem & Academic Performance among College Students
Bibliographic record
Abstract
In today’s time college students while entering adulthood experience a plethora of stressors. At the same time, they attempt to become comfortable with new things and adapt to the real world after the protective environment of school. Self-esteem and academic performance are very critical during this period as quarter-life crises tend to have an effect and shape students in different ways. A substantial body of studies shows results where self-esteem and academic performance are correlated to quarter-life crises among college students. The current research aims to study the effect of the quarter-life crisis on self-esteem & academic performance. The participants were informed about the study and the questionnaires were filled out using Google Forms. Each participant was thanked for their cooperation. Standardised Psychological Tests were used to measure the quarter-life crisis, self-esteem, and academic performance among 31 college students ranging from 18-25 years of age. The results found a significant negative relationship between self-esteem and quarter-life crisis. No significant relationship was found between other variables. It is recommended to college students that they spend time doing their favourite activities, spend time with their loved ones and adopt coping mechanisms along with mindfulness and meditation techniques so that they can power through the crisis in front of them. The students need to be able to feel confident and not doubt themselves or let any critical situation negatively affect their self-esteem.
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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 | 0.007 | 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 | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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 teacher head, 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".