ABSTRACT

It is important for individuals to manage the boundaries between their different roles as this affects their personal functioning and wellbeing. Little is known, however, about how students manage their role boundaries between work and study. We tested a work-study boundary congruence model, in which student boundary congruence (i.e. the correspondence between students’ boundary preferences and their boundary constraints) was associated with study engagement and wellbeing, and these associations were mediated by student recovery resources (i.e. work-study detachment and general self-efficacy). Hypotheses were tested using data from 402 tertiary students (mean age 20.1 years) who were working while studying. Higher boundary congruence was related to better wellbeing and more study engagement, and work-study detachment and general self-efficacy fully mediated the associations between congruence and the two outcomes. Meaningful variance was explained in both engagement (33.5%) and wellbeing (29.8%). The study demonstrated that recovery resources can enhance the positive impact of boundary congruence on wellbeing and study engagement. Thus, when considering how to improve outcomes for students who have difficulty maintaining a good balance between work and study, professionals who work with students should consider increasing recovery resources.

摘要

对个人来说，管理不同角色之间的界限很重要，因为这会影响他们的个人功能和幸福感。然而，关于学生如何管理工作与学习之间的角色界限知之甚少。我们测试了一个工作学习边界一致性模型，其中学生边界一致性（即学生边界偏好与其边界约束之间的对应关系）与学习参与度和幸福感相关联，并且这些关联性是由学生恢复资源（即工作-学习超脱和一般自我效能感）。假设使用来自研究期间工作的402名大专学生（平均年龄20.1岁）的数据进行了检验。更高的边界一致性与更好的健康状况和更多的研究参与度有关，勤工俭学的工作能力和普遍的自我效能感完全协调了一致性和两种结果之间的联系。参与度（33.5％）和幸福感（29.8％）均得到了有意义的解释。研究表明，恢复资源可以增强边界一致性对幸福感和研究参与度的积极影响。因此，在考虑如何改善难以在工作与学习之间保持良好平衡的学生的学习成果时，与学生一起工作的专业人员应考虑增加恢复资源。