Overview of the Quarter Life Crisis in Generation Z who are Entering Early Adulthood
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
Generation Z who are entering adulthood are experiencing various demands of developmental tasks which make generation Z face a quarter life crisis. This research aims to reveal the overview of the quarter life crisis in generation Z who are entering early adulthood. This research uses a qualitative research method with a case study approach through semi-structured interviews with 5 respondents aged 20-28 years, and 4 significant others. The data analysis technique uses theory driven analysis techniques. The research results show that generation Z experiences indecisiveness in making decisions, despair, negative self-evaluation, being trapped in difficult situations, anxious, depressed, and worried about interpersonal relationships. This crisis arises due to lack of confidence in one's abilities, fear of taking risks, not having goal, ease of accessing information, mastery of technology, competition in getting a job, social demands, and poor friendships. The impacts felt by generation Z include feelings of shame, stress, overthinking, hopelessness, health problems, spending more time on social media, and being encouraged to develop and get to know themselves. It is hoped that this research can be a source of information for generation Z in understanding and overcoming the quarter life crisis. Keywords: Early adulthood, Generation Z, 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 | 0.000 | 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 | 0.000 | 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 | 0.000 |
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