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

Area of Science:

• Psychology
• Sociology
• Education

Background:

• Students often juggle work and study, requiring effective boundary management between these roles.
• Individual differences in managing these boundaries and their impact on outcomes are not fully understood.

Purpose of the Study:

• To identify distinct student groups based on work-study boundary management.
• To examine differences in work, study, and wellbeing outcomes across these identified groups.

Main Methods:

• Latent profile analysis was used with 808 students (76% female, mean age 19.6).
• Work-study boundary congruence and flexibility were assessed.

Main Results:

• Four student groups were identified: 'balanced', 'high work congruence and flexibility', 'low work congruence and flexibility', and 'low study congruence'.
• Significant differences were found in work/study demands, role conflict, study burnout, and perceived employability among the groups.
• The 'balanced' and 'high work congruence and flexibility' groups reported more positive outcomes, while the 'low work congruence and flexibility' and 'low study congruence' groups reported more negative outcomes.

Conclusions:

• Distinct student profiles exist regarding work-study boundary management.
• These groups require differentiated support strategies to effectively manage their multiple responsibilities and improve overall outcomes.