The Influence of Mental Health on Quarter Life Crisis in the Emerging Adulthood Phase
Bibliographic record
Abstract
The transition from adolescence to early adulthood is a critical developmental phase that involves identity exploration, independence, and the pursuit of life goals. During this stage, individuals are often confronted with academic demands, social expectations, and uncertainty about the future, which can trigger emotional distress. This study examines the influence of mental health on the occurrence of quarter-life crisis among individuals in the emerging adulthood phase (18–29 years old). Using a quantitative descriptive approach, the research focuses on the relationship between mental well-being and symptoms such as future anxiety, self-doubt, and dissatisfaction with life. The findings indicate that mental health has a significant impact on an individual’s ability to cope with challenges and adapt to life transitions. Those with stable mental health show greater resilience, better decision-making, and lower vulnerability to quarter-life crisis, whereas those with poor mental health are more prone to confusion, overthinking, and pessimism about personal and professional goals. The results highlight the importance of mental health education, preventive interventions, and counseling services to help young adults manage emotional stress and navigate transitions effectively.
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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".