Click here to download

The Work-Study Conflict of university students: what relationships with well-being?
Author/s:  Vincenza Capone 
Year:  2018 Issue: Language: Italian 
Pages:  14 Pg. 131-144 FullText PDF:  280 KB
DOI:  10.3280/PDS2018-003007
(DOI is like a bar code for intellectual property: to have more infomation:  clicca qui   and here 

The aim of this study was to investigate the relationship between Work-Study Conflict (WSC), well-being and study performance, contacting working students. A further aim was to analyze the role of work and study self-efficacy, perceived social support, and study en-gagement for these variables, considering age and gender. A self-report questionnaire was submitted at the beginning of the academic semester (T1, N = 77) and at the end, after an exam session, (T2, N = 54) to part-time working students. A model of path analysis with MPLUS software 7 was tested. The results highlighted how engagement (T1), student self-efficacy (T1) and support of work colleagues (T1) negatively predicted WSC (T2) and positively academic performance (T2). Only self-efficacy (T1) was a predictor of well-being at (T2). No correlation emerged between WSC and well-being. For those who are interested in orientation and placement of university students, these findings support the need to reinforce self-efficacy and engagement to improve performance, well-being and reduce WSC. The results also highlight the importance of the work dimensions (in terms of support and work self-efficacy) for well-being and for managing role conflicts.
Keywords: Work-Study Conflict, self-efficacy, working students, mental well-being, study performance.

  1. Aboobaker N. and Edward M. (2017). Work-Family Conflict and Family-Work Conflict as Predictors of Psychological Well-being, Job Satisfaction and Family Satisfaction: A Structural Equation Model. ZENITH International Journal of Business Economics & Management Research, 7 (8): 63-72.
  2. Adebayo D.O. (2006). Workload, social support, and work-school conflict among Nigerian nontraditional students. Journal of Career Development, 33: 125-141., DOI: 10.1177/0894845306289674
  3. Applegate C. and Daly A. (2006). The impact of paid work on the academic performance of students: A case study from the University of Canberra. Australian Journal of Education, 50, 155-166., DOI: 10.1177/000494410605000205
  4. Bandura A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52: 1-26.
  5. Bandura A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.
  6. Baron P. and Corbin L. (2012). Student engagement: Rhetoric and reality. Higher Education Research & Development, 31: 759-772., DOI: 10.1080/07294360.2012.655711
  7. Bentler P.M. (1995). EQS structural equations program manual. Encino, CA: Multivariate Software, Inc.
  8. Balducci C., Fraccaroli F. and Schaufeli W.B. (2010). Psychometric properties of the Italian version of the Utrecht Work Engagement Scale (UWES-9): A cross-cultural analysis. European Journal of Psychological Assessment, 26: 143-149.
  9. Borgogni L., Petitta L. e Steca P. (2001). Efficacia personale e collettiva nei contesti organizzativi [Personal and collective efficacy in organizational contex]. In: Caprara. G.V., a cura di, La valutazione dell’autoefficacia. Interventi e contesti culturali [The measure of self-efficacy]. Trento: Edizioni Erikson, pp. 157-172.
  10. Brunel O. and Grima F. (2010). Dealing with work-school conflict: An analysis of coping strategies. Management, 13: 172-204.
  11. Butler A.B. (2007). Job characteristics and college performance and attitudes: A model of work-school conflict and facilitation. Journal of Applied Psychology, 92: 500-510., DOI: 10.1037/0021-9010.92.2.500
  12. Pajares F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66 (4): 543-578.
  13. Capone V., Donizzetti A.R. e Petrillo G. (2018). Classroom relationships, sense of community, perceptions of justice, and collective efficacy for students’ social well-being. Journal of Community Psychology, 46: 374-382.
  14. Capone V. e Petrillo G. (2017). Il Work-Study Balance degli studenti universitari: quali relazioni con il benessere? [The Work-Study Balance of University Students: What Relationships with Well-Being?]. In: Casale S. e Nerini A., a cura di, La Psicologia come Scienza della Salute [The Psychology as Science of Health]. Pre-Atti del XII Congresso Nazionale SIPSA, Firenze: Firenze University Press, p. 79.
  15. Dundes L. and Marx J. (2007). Balancing work and academics in college: Why do students working 10 to 19 hours per week excel? Journal of College Student Retention: Research, Theory, and Practice, 8: 107-120., DOI: 10.2190/7UCU-8F9M-94QG-5WWQ
  16. Ford M.T., Heinen B.A. and Langkamer K.L. (2007). Work and family satisfaction and conflict: A meta-analysis of cross-domain relations. Journal of Applied Psychology, 91: 57-80., DOI: 10.1037/0021-9010.92.1.57
  17. Geurts S. and Demerouti E. (2003). Work/non-work interface: A review of theories and find-ings. In: Schabracq M.J., Winnubst J.A.M. and Cooper C.L., editors, Handbook of Work and Health Psychology. Chichester, UK: Wiley, pp. 279-312.
  18. Home A. (1998). Predicting role conflict, overload and contagion in adult women university students with families. Adult Education Quarterly, 48 (2): 85-98.
  19. Jackling B. and Natoli R. (2011). Student engagement and departure intentions: An Australian university perspective. Journal of Further and Higher Education, 35: 561-579., DOI: 10.1080/0309877X.2011.584970
  20. Joshanloo M., Capone V., Petrillo G. and Caso D. (2017) Discriminant Validity of Hedonic, Social, and Psychological Well-being in two Italian Samples. Personality and Individual Differences, 109: 23-27.
  21. Keyes C.L.M. (2005). Mental illness and/or mental health? Investigating axioms of the complete state model of health. Journal of Consulting and Clinical Psychology, 73: 539-548., DOI: 10.1037/0022-006X.73.3.539
  22. Kirby P.G., Biever J.L., Martinez I.G. and Gomez J.P. (2004). Adults Returning to School: The Impact on Family and Work. The Journal of Psychology, 138: 65-76., DOI: 10.3200/JRLP.138.1.65-76
  23. Kossek E.E. and Ozeki C. (1998). Work–family conflict, policies, and the job–life satisfaction relationship: A review and directions for organizational behavior-human resources research. Journal of Applied Psychology, 83: 139-149., DOI: 10.1037//0021-9010.83.2.139
  24. Manthei R. and Gilmore A. (2005). The effect of paid employment on university students’ lives. Education & Training, 47 (2/3): 202-216.
  25. Martinez E.F., Bilges D.C., Shabazz S.T., Miller R. and Morote E.S. (2012). To Work or Not to Work: Student Employment, Resiliency and Institutional Engagement of Low-Income, First-Generation College Students. Journal of Student Financial Aid, 42 (1): 28-39.
  26. McNall L.A. and Michel J.S. (2011). A dispositional approach to work-school conflict and enrichment. Journal of Business Psychology, 26: 397-411.
  27. Miller D.A. (1988). Women in public relations graduate study. Public Relations Review, 14 (3): 29-35.
  28. Mounsey R., Vandehey M.A. and Diekhoff G.M. (2013). Working and non-working undergraduate students: Anxiety, depression, and grade point average. College Student Journal, 47 (2): 379-389.
  29. Owen M.S., Kavanagh P.S. and Dollard M.F. (2017). An Integrated Model of Work–Study Conflict and Work–Study Facilitation. Journal of Career Development., DOI: 10.1177/0894845317720071
  30. Petrillo G., Caso D. e Capone V. (2014). Un’applicazione del Mental Health Continuum di Keyes al contesto italiano: benessere e malessere in giovani, adulti e anziani [The Mental Health Continuum by Keyes in Italian context: Mental Health and Mental Illness in the young, adults, and older people]. Psicologia della Salute, 2: 159-181., DOI: 10.3280/PDS2014-002010
  31. Petrillo G., Capone V., Caso D. and Keyes C.L.M. (2015). The Mental Health Continuum–Short Form (MHC–SF) as a Measure of Well-Being in the Italian Context. Social Indicators Research, 121 (1): 291-312.
  32. Polidano C. and Zakirova R. (2011). Outcomes from combining work and tertiary study. Adelaide: NCVER.
  33. Rubio C., Osca A., Recio P., Urien P. and Peiro J.M. (2015). Work-family conflict, self-efficacy, and emotional exhaustion: A test of longitudinal effects. Revista de psicología del Trabajo y de las Organizaciones, 31: 147-154.
  34. Sarchielli G. e Fraccaroli F. (2017). Introduzione alla psicologia del lavoro. Bologna: Il Mulino.
  35. Schaufeli W., Martinez I.M., Marques Pinto A., Salanova M. and Bakker A.B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33: 464-481., DOI: 10.1177/0022022102033005003
  36. Sirigatti S., Stefanile C. and Pasca E. (1997). Caratteristiche psicoattitudinali e performance accademica. [Psychoattitudinal characteristics and academic performance]. Bollettino di Psicologia Applicata, 224: 19-32.
  37. Stajkovic A.D. and Luthans F. (1998). Self-efficacy and work-related performance: A meta-analysis. Psychological Bulletin, 124 (2): 240-261.
  38. Warr P. (1990). The measurement of well-being and other aspects of mental health. Journal of Occupational Psychology, 63 (3): 193-210.
  39. Webber K.L., Krylow R.B. and Zhang Q. (2013). Does involvement really matter? Indicators of college student success and satisfaction. Journal of College Student Development, 54: 591-611.
  40. Wyland R., Lester S.W., Ehrhardt K. and Standifer R. (2016). An examination of the relationship between the work-school interface, job satisfaction, and job performance. Journal of Business Psychology, 31: 187-203.

Vincenza Capone, The Work-Study Conflict of university students: what relationships with well-being? in "PSICOLOGIA DELLA SALUTE" 3/2018, pp. 131-144, DOI:10.3280/PDS2018-003007


FrancoAngeli is a member of Publishers International Linking Association a not for profit orgasnization wich runs the CrossRef service, enabing links to and from online scholarly content