The Role of Psychological Well-Being and Self-Compassion in Mitigating Quarter Life Crisis Among College Students: Implications for Guidance and Counseling
Bibliographic record
Abstract
This study explores the relationship between psychological well-being, self-compassion, and the experience of quarter life crisis (QLC) among students in the Department of Guidance and Counselling at the State University of Malang (classes of 2020 to 2023). QLC is a period of anxiety and uncertainty commonly faced by individuals transitioning into early adulthood, marked by fear of the future and indecision. The research aims to determine how psychological well-being and self-compassion can reduce the effects of QLC in university students. Using a correlational design, the study sampled 86 students, selected through proportionate stratified random sampling. The Psychological Well-Being Scale, Self-Compassion Scale, and Quarter Life Crisis Scale were used for data collection. Analysis showed that both psychological well-being and self-compassion had a significant negative impact on QLC. Higher levels of psychological well-being and self-compassion were linked to lower QLC levels, with psychological well-being contributing 53.8% and self-compassion contributing 49.1%. Together, these variables explained 59.8% of the variation in QLC. The findings highlight the need to promote psychological well-being and self-compassion in education to help students cope with QLC. Guidance and counselling programmes can focus on these areas to support students' emotional resilience, self-acceptance, and decision-making. This research adds to the understanding of protective factors against QLC, suggesting further exploration of additional variables and different student populations.
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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 | 0.002 | 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 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".