We tested a work–study congruence model, in which student role congruence was related to student engagement and well-being via work–study conflict and facilitation. We found (251 working students; 70% female; mean age 24.68 years) greater congruence to be associated with better engagement and well-being, and conflict and facilitation to mediate partially between congruence and well-being, explaining 37.5% of the variance in engagement and 41.1% in well-being. The study demonstrates that the role congruence approach is useful to understand the experiences of working students and points to how interventions might assist students who struggle with multiple competing roles.

我们测试了工作-学习的一致性模型，其中学生角色的一致性与通过工作-学习冲突和促进的学生参与和幸福感相关。我们发现（251名在职学生； 70％的女性；平均年龄24.68岁）与更高的敬业度和幸福感相关，而冲突和促进在和谐与幸福感之间进行部分调和的人，这解释了37.5％的方差敬业度和幸福感的占41.1％。这项研究表明，角色一致方法对于理解在职学生的经历很有用，并指出干预措施如何帮助与多个相互竞争的角色作斗争的学生。