Search citation statements
Paper Sections
Citation Types
Year Published
Publication Types
Relationship
Authors
Journals
The concept of working students meeting triple demands of their work, studies and private life has not been sufficiently described or empirically supported in the literature, although combining work and study is not only a necessity for many students, but a common phenomenon among them. As well, studies so far focused on the dyads of work-nonwork relationship, predominantly on the work-study conflict/balance and rarely on the study-life conflict/balance, while the triad of work-study-life balance (WSLB) is understudied. This study is the first one to empirically examine the WSLB concept, defined as a balance of conjoining three ‘categories of student commitment’ – their work obligations, demands of their studies and their private life, using a methodology grounded in the work-life balance (WLB) theory. We conducted a cross-sectional quantitative study on a sample of 235 students, focused on the most relevant dyads of the WSLB concept, socio-demographic predictors and emotional consequences of WSLB. Our five key findings are: (1) it is possible to balance work, studies and private life, (2) work-study balance (WSB) is critical for achieving WSLB, (3) all subgroups of students based on their socio-demographic characteristics are equally (un)successful in achieving balance between and among various life aspects, (4) WSLB is significantly participating in students’ emotional state in terms of their happiness, unhappiness and relaxation, and (5) the study-life balance (SLB) dyad is the most relevant dyad for the students’ emotional state.
The concept of working students meeting triple demands of their work, studies and private life has not been sufficiently described or empirically supported in the literature, although combining work and study is not only a necessity for many students, but a common phenomenon among them. As well, studies so far focused on the dyads of work-nonwork relationship, predominantly on the work-study conflict/balance and rarely on the study-life conflict/balance, while the triad of work-study-life balance (WSLB) is understudied. This study is the first one to empirically examine the WSLB concept, defined as a balance of conjoining three ‘categories of student commitment’ – their work obligations, demands of their studies and their private life, using a methodology grounded in the work-life balance (WLB) theory. We conducted a cross-sectional quantitative study on a sample of 235 students, focused on the most relevant dyads of the WSLB concept, socio-demographic predictors and emotional consequences of WSLB. Our five key findings are: (1) it is possible to balance work, studies and private life, (2) work-study balance (WSB) is critical for achieving WSLB, (3) all subgroups of students based on their socio-demographic characteristics are equally (un)successful in achieving balance between and among various life aspects, (4) WSLB is significantly participating in students’ emotional state in terms of their happiness, unhappiness and relaxation, and (5) the study-life balance (SLB) dyad is the most relevant dyad for the students’ emotional state.
Introdução: Durante a graduação, estudantes universitários ficam expostos a problemas de saúde mental, em decorrência de aspectos relacionados às suas redes sociais e ao apoio social. Nesse contexto, torna-se necessário estudos que explorem essa temática. Objetivo: identificar a produção científica sobre as redes sociais e o apoio social em estudantes universitários. Método: Trata-se de uma revisão integrativa da literatura, que consistiu na busca de estudos publicados nos últimos cinco anos, em cinco bases de dados internacionais. Resultados: Após o processo de seleção, foram incluídos 42 estudos. Destaca-se que a família, sobretudo a mãe, e os amigos, foram os principais apoiadores mencionados. Estudantes universitários entre 19 e 21 anos de idade obtiveram o menor escore de apoio social. De uma forma geral, o apoio social está associado a efeitos positivos na saúde dos universitários e a insuficiência do apoio social ligado a efeitos negativos. Foram relatadas associações positivas com a empatia, motivação intrínseca para estudar, bem-estar subjetivo e espiritual, inteligência emocional, desempenho acadêmico, satisfação com a vida, sucesso acadêmico, equilíbrio trabalho/vida, habilidades em resolver problemas, dentre outros fatores. Em contrapartida, a insuficiência de apoio social esteve associada ao estresse, depressão, solidão, ansiedade, uso de drogas, medo de engordar, transtornos mentais, dentre outras condições negativas. Conclusão: as redes sociais podem servir de apoio social ao longo da vida, se sobressaindo em períodos de transformações, mudanças e processos adaptativos, como os vivenciados durante o período de formação acadêmica, representando uma temática de interesse mundial.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.