ABSTRACT

To date, research concerning the work-family-study interface remains limited and has focused on younger students enrolled in campus-based courses. In this study, we used self-reported data from 318 distance education final-year undergraduates to examine, first of all, the associations between students’ levels of mental distress with their work and family roles. Secondly, we examined the associations between students’ levels of mental distress with their perceived levels of role conflict and role facilitation. We considered conflict and facilitation both in the direction from work to studying and from family to studying. We used multinomial regression to explore relationships, controlling for age, sex, ethnicity, and educational attainment at registration. Our study revealed unpaid caring responsibilities, reported work-study conflict, and family-study conflict were associated with an increased risk of reporting higher levels of mental distress, and work-study facilitation and family-study facilitation were associated with a lower risk of reporting higher levels of mental distress.

摘要

迄今为止，关于工作-家庭-学习界面的研究仍然很有限，并且集中于在校园课程中注册的年轻学生。在这项研究中，我们使用来自318个远程教育最后一年本科生的自我报告数据，首先检查了学生的心理困扰水平与他们的工作和家庭角色之间的关联。其次，我们研究了学生的心理困扰水平与他们感知到的角色冲突和角色促进程度之间的联系。我们从工作到学习以及从家庭到学习的方向都考虑了冲突与便利。我们使用多项式回归来探索关系，控制年龄，性别，种族和注册时的教育程度。我们的研究揭示了无偿的照料责任，报告了工作与学习的冲突，