HUBUNGAN DUKUNGAN SOSIAL DAN EFIKASI DIRI DENGAN KRISIS SEPEREMPAT KEHIDUPAN PADA MAHASISWA YANG SEDANG MENGERJAKAN SKRIPSI
Bibliographic record
Abstract
When students are in their last year, they experience a crisis caused by the thesis they are working on. It can cause final-year students who working on a thesis to be vulnerable to psychological problems such as stress to depression or commonly referred to as the quarter life crisis phase. This study aims to determine the relationship between social support, self-efficacy, and a quarter-life crisis in students who working on a thesis. The intended population is students from th Special Region of Yogyakarta who working on a thesis with a total sample size of 160 students. This study used correlational quantitative methods with Multiple Regression Analysis and Pearson correlation techniques, while for sampling it used accidental sampling techniques. Data collection used a Likert scale consisting of a quarter-life crisis scale, a social support scale, and a self-efficacy scale. The results of multiple regression analysis showed that there was a relationship between social support and self-efficacy with a quarter-life crisis with a correlation coefficient value (R) of 0.811, an effective contribution of free variables to bound variables of 65.7%, and a significance value of 0.00 or P < 0.05, meaning that the hypothesis in this study was accepted. The higher the social support and self-efficacy, the lower the crisis of a quarter of life experienced and vice versa. The results of model coefficient analysis of social support and a quarter-life crisis showed that there was a relationship between social support and a quarter-life crisis of R of -0.670, an effective contribution of 20.6% and a significance value of 0.00 or P < of 0.05. Furthermore, model coefficient analysis of the variables of self-efficacy and crisis of a quarter of life showed that there was a relationship between self-efficacy and a quarter-life crisis of R of -0.774, an effective contribution of 45.1% and a significance value of 0.00 or P < of 0.05. The mean value of the class of 2016 was 98,037, the class of 2017 was 83,049, and the class of 2018 was 77,432. It means that the earlier the year of the student class working on a thesis, the more severe the quarter-life crisis.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.003 | 0.003 |
| Meta-epidemiology (broad) | 0.002 | 0.002 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.002 | 0.004 |
| Open science | 0.004 | 0.001 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 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; both teacher heads agree on what is shown here.
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".