Self-Efficacy of Emerging Adulthood in United States, Canada, Turkey, and Russia
Bibliographic record
Abstract
Self-efficacy is a psychological resource critical to human development. Although general self-efficacy during emerging adulthood has been studied, little is known about domain-specific self-efficacy relevant to the unique challenges of this developmental stage. To address this gap, we developed and conducted preliminary testing of a pilot measure of domain-specific self-efficacies in emerging adulthood, termed Emerging Adulthood Self-Efficacy (EASE). The EASE item pool was generated through a cross-cultural literature review of criteria deemed important for becoming an adult. This questionnaire was administered to a total of 626 participants from four countries – the United States, Canada, Turkey, and Russia. Iterative exploratory factor analysis, using parallel analysis, was employed to identify a set of items that shared a similar factor structure across the four cultural groups. The final 15-item EASE questionnaire covers six domains: (1) sociopolitical engagement, (2) romantic relationships, (3) practical functioning, (4) mental health awareness, (5) independent value system, and (6) physical health management. We found that EASE was positively associated with retrospectively reported parental autonomy support and negatively associated with emotional distress, including depression, anxiety, and stress. These associations were not moderated by cultural group. The EASE questionnaire offers a useful tool for demographers, clinical practitioners, researchers, and policymakers who work with young adults navigating the transition to adulthood.
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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 | 0.000 |
| 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 | 0.000 |
| 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".