WORK-LIFE BALANCE AS A MEDIATOR OF THE CORRELATION BETWEEN PSYCHOLOGICAL WELL-BEING AND QUARTER LIFE CRISIS IN EARLY ADULTHOOD IN TERNATE CITY
Bibliographic record
Abstract
Objective: This research is aimed at finding out whether work-life balance is a mediator of connections. psychological well-being and quarter life crisis in early adulthood in the town of Ternate. The population in this study is early adults with a vulnerable age of 18–29 years and are working. Method: This study uses correlational quantitative research methods. The sampling technique used purposive sampling technique and used the Krejcie and Morgan table as a guide to determining the sample which got a sample of 269 early adults with a vulnerable age of 18–29 years and were working. The data collection method uses a psychological scale model, namely a Likert scale adapted from previous research. Data analysis uses path analysis mediation analysis techniques using JASP software. Results: This study found that work-life balance acts as a significant mediator (partial mediation) in the connection between psychological well-being and quarter life crisis with a p value of <0.001, and an estimate value of -0.353. Individuals with good psychological well-being tend to have better work-life balance, which can reduce the level of quarter life crisis that the individual has. Novelty: This study contributes by empirically validating the mediating role of work-life balance in the relationship between psychological well-being and quarter-life crisis in early working adults, particularly within the unique socio-cultural setting of Ternate—an area that has not been widely examined in previous studies.
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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 | 0.000 |
| 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) | 0.000 | 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".