Creed, Peter A., Hood, Michelle, Bialocerkowski, Andrea, Machin, M. Anthony, Brough, Paula, Kim, Sujin, Winterbotham, Sonya, and Eastgate, Lindsay (2023) Students managing work and study role boundaries: a person-centred approach. Frontiers in Psychology, 14. 1116031.

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Abstract

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.

Item ID:	79154
Item Type:	Article (Research - C1)
ISSN:	1664-1078
Keywords:	role boundary management, work flexibility, work-study demands, work-study conflict, study burnout, future employability
Copyright Information:	© 2023 Creed, Hood, Bialocerkowski, Machin, Brough, Kim, Winterbotham and Eastgate. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
Funders:	Australian Research Council (ARC)
Projects and Grants:	ARC DP180100930
Date Deposited:	29 Jun 2023 22:06
FoR Codes:	39 EDUCATION > 3903 Education systems > 390303 Higher education @ 50% 52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520102 Educational psychology @ 50%
SEO Codes:	16 EDUCATION AND TRAINING > 1601 Learner and learning > 160102 Higher education @ 50% 28 EXPANDING KNOWLEDGE > 2801 Expanding knowledge > 280121 Expanding knowledge in psychology @ 50%
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