It Takes Work: How University Students Manage Role Boundaries When the Future Is Calling

Autor/inn/en	Eastgate, Lindsay; Creed, Peter A.; Hood, Michelle; Bialocerkowski, Andrea
Titel	It Takes Work: How University Students Manage Role Boundaries When the Future Is Calling
Quelle	In: Research in Higher Education, 64 (2023) 7, S.1071-1088 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eastgate, Lindsay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-023-09736-9
Schlagwörter	College Students; Role Conflict; Role Perception; Self Concept; Student Employment; Family Work Relationship; Student Satisfaction + Suchen Sie Ihr Suchwort? Collegestudent; Rollenkonflikt; Role conception; Rollenverständnis; Selbstkonzept; Studentenarbeit
Abstract	Managing boundaries between students' work and study roles is crucial for success at university. Little research has examined the strategies used to manage these roles, the factors that relate to implementing them, and the outcomes associated with their use. Boundary management theory, an identity-based perspective, explains boundary management processes; yet, few studies have examined how identity affects the enactment of boundary strategies. We investigated the extent to which identity-based concepts (i.e., student role salience and future-self) were related to different types of boundary strategies (i.e., temporal and communicative), how these related to work-study balance, and, in turn, academic satisfaction. We tested our model on a sample of 266 working university students (M[subscript Age] = 20.07 years, SD = 2.63; 74% women) and it accounted for 41% of the variance in academic satisfaction. Significant relationships were found among identity-based concepts, boundary strategies, work-study balance, and academic satisfaction, highlighting the importance of student identity and the use of temporal strategies in achieving greater work-study balance and academic satisfaction. Suggestions for how education providers can retain students who are struggling to manage work and study are discussed. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01