Purpose

Students have a finite amount of time that they can allocate between commitments of study–work–life. Striking a balance between these competing activities is an individual conundrum and this study aims to explore the impact of extramural activities and paid employment on the academic performance of accounting students.

Design/methodology/approach

Guided by Carroll’s model of school learning, the authors adopt a quantitative approach where they survey (N = 264) and gather responses (n = 195) from students with respect to their choices regarding spare time outside study. These perceptions are then compared to their academic performance. Quantitative responses were subsequently triangulated with interview findings to provide in-depth analysis.

Findings

Findings provide greater understanding for educators of the student lived experience, which reveals that the work, study and life balance is individually nuanced and is largely driven by the individual’s perceived level of interference from work, which is a significant predictor of academic performance.

Originality/value

Analysis of the determinants of student learning includes prior academic achievement, confidence with numbers, critical thinking, gender and prior accounting knowledge. Yet, little is known about the implication of activities outside the formal curriculum. This study addresses this void in the literature and provides a much-needed link back to accounting faculty’s pedagogical approaches as they adapt to a cohort’s learning behaviour. This study also adds to the debate on the need for more discussion with faculty to allow alternate arrangements based on extramural activities and employment commitments. Greater understanding of study–work–life balance for students provides an opportunity for new dialog between faculty and students.

中文翻译：

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平衡问题：学习-工作-生活，会计专业学生的观点

目的

学生可以在学习-工作-生活之间分配的时间是有限的。在这些竞争活动之间取得平衡是一个个人难题，本研究旨在探讨校外活动和有偿工作对会计学生学业成绩的影响。

设计/方法/方法

在卡罗尔的学校学习模型的指导下，作者采用了一种定量的方法，他们调查 ( N = 264) 并收集学生关于他们选择课外学习时间的回答 ( n = 195)。然后将这些看法与他们的学业成绩进行比较。随后，量化回答与访谈结果进行三角测量，以提供深入分析。

发现

调查结果为教育工作者提供了对学生生活经历的更深入的了解，这表明工作、学习和生活的平衡因个人而异，并且在很大程度上受个人感知的工作干扰程度的驱动，这是学习成绩的重要预测指标。

原创性/价值

对学生学习的决定因素的分析包括先前的学业成绩、对数字的信心、批判性思维、性别和先前的会计知识。然而，人们对正规课程之外的活动的含义知之甚少。这项研究解决了文献中的这一空白，并提供了一个与会计教师适应队列学习行为的教学方法急需的联系。这项研究还增加了关于需要与教师进行更多讨论以允许基于校外活动和就业承诺的替代安排的辩论。更好地理解学生的学习-工作-生活平衡为教师和学生之间的新对话提供了机会。