Young adults’ perceptions of entertainment consumption in their everyday lives during the COVID-19 pandemic: Negotiating versatility, emotions, and agency in times of limited choice
Bibliographic record
Abstract
In this paper, we analyze and link (limited) versatility, emotionality, and agency in young adults’ pandemic entertainment consumption patterns. Pre-pandemic studies based their conceptualizations on an abundance context, where limited-time perceptions led to versatile and ideologically informed consumption decisions linked to overwhelmingly positive emotions, emphasizing free choice and convenience. However, the COVID-19 pandemic and its restrictions provide a deep context of limited choice and unlimited-time perceptions, an unusual situation described by Christian Fuchs as the radicalization of time, space, and sociality. In this context, entertainment consumption played a central role in ordering complex realities, making sense of self and society, regaining control, and exercising agency in young adults’ everyday lives. Based on 86 self-reflective accounts, we argue that pandemic consumption versatility is not a given and suggest a complexified idea of entertainment consumption as versatile. Young adults often accept and indulge in rigid habitual patterns, emphasizing negative emotions to create coherence during confusing and pessimistic times, while others see versatility as embracing the inconvenient if it is safe to do so and allowed, as they link versatility to regaining control over their everyday lives and making sense of what, for others, feels like a waste of time.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| 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 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".