Islamic coping stress and quarter-life crisis among generation Z college students
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
The transition into adulthood often triggers anxiety and unease, colloquially known as the quarter-life crisis. During these challenging times, individuals frequently turn to Islamic stress-coping methods as a guiding light to navigate through this transformative phase of life. This research aimed to explore the relationship between Islamic stress coping and the quarter-life crisis among college students from generation Z. This study, conducted in a descriptive quantitative manner, involved the participation of 398 college students. Data was collected through a comprehensive questionnaire, and data analysis employed the product-moment correlation method. The study's findings revealed that, firstly, generation Z college students tend to exhibit a significantly high prevalence of Islamic stress coping; secondly, the level of quarter-life crisis experienced by these demographic leans towards a moderate, and most significantly, there is a positive correlation between Islamic coping stress and the quarter-life crisis experienced by generation Z college students. This correlation presents a moderately strong positive connection, underscoring the notion that the effective utilization of Islamic stress coping mechanisms positively influences the management and alleviation of the quarter-life crisis.
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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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| 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) | 0.000 | 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 it