När arbete och studier kolliderar: En kvantitativ studie om work-study conflict, study-work conflict, upplevd stress och välbefinnande hos heltidsstuderande universitetsstudenter som arbetar på deltid

Sammanfattning

The aim of the study was to investigate whether work-study conflict and study-work conflict predict perceived stress and well-being in full-time university students who work part-time, and whether perceived stress predicts well-being. The study was conducted with a quantitative cross-sectional design where data were collected through a web-based questionnaire where participants answered established self-assessment measures regarding work-study conflict, study-work conflict, perceived stress, well-being and a number of control variables. The sample consisted of 83 participants between 21 and 53 years old (M = 26.6), of which 54 ​​were women and 29 were men. The data was analyzed using Pearson's correlation analysis and two multiple linear regression analyses. The results from the correlation analysis showed multiple significant correlations between work-study conflict, study-work conflict, perceived stress, well-being, as well as some of the control variables. Furthermore, the regression analysis showed that work-study conflict was a significant positive predictor of perceived stress, while study-work conflict did not show any significant effect. A negative significant association was seen between perceived stress and well-being, where age was also negatively related to well-being. The conclusion was that it was mainly when work was perceived to interfere with studies that perceived stress increased, and that stress was central when explaining students' psychological well-being. The results thus highlight the importance of creating sustainable conditions for students who combine work and studies, where both the university, employers and the individual themselves can play an important role in managing dual roles, reduce perceived stress and ultimately improve well-being among working students.