Frontiers in Psychology (Jun 2023)

Students managing work and study role boundaries: a person-centred approach

  • Peter A. Creed,
  • Peter A. Creed,
  • Michelle Hood,
  • Michelle Hood,
  • Andrea Bialocerkowski,
  • M. Anthony Machin,
  • Paula Brough,
  • Paula Brough,
  • Sujin Kim,
  • Sonya Winterbotham,
  • Lindsay Eastgate

DOI
https://doi.org/10.3389/fpsyg.2023.1116031
Journal volume & issue
Vol. 14

Abstract

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To cope with demands of working while studying, students must structure the boundaries between these roles (e.g., integrate or segment them) to suit their preferences and circumstances. However, students differ on how well they do this, and we do not yet understand the factors that contribute to managing work and study well. We sought to determine if different student groups existed and if the groups reported different work, study, and wellbeing outcomes. Using latent profile analysis and assessing work-study boundary congruence and flexibility (N = 808; 76% female; MAge 19.6 years), we identified four groups of (a) “balanced” (65.4%; with moderate boundary congruence and flexibility); (b) “high work congruence and flexibility” (17.5%; working arrangements supportive of study role); (c) “low work congruence and flexibility” (9.7%; unsupportive workplace arrangements); and (d) “low study congruence” (7.3%; study arrangements unsupportive of work role). These groups reported different work/study demands, role conflict, study burnout, and perceived employability, with “balanced” and “high work congruence and flexibility” groups scoring more positively and “low work congruence and flexibility” and “low study congruence” groups scoring more negatively. Results supported that different student groups existed, and these will need different supports to manage their multiple role responsibilities.

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