Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/9087
Appears in Collections:Psychology Journal Articles
Peer Review Status: Refereed
Title: Earning and learning: Role congruence, state/trait factors and adjustment to university life
Authors: Swanson, Vivien
Broadbridge, Adelina
Karatzias, Athanasios
Contact Email: vivien.swanson@stir.ac.uk
Keywords: University students
stress
role congruence
term-time working
Issue Date: Dec-2006
Publisher: Wiley-Blackwell
Citation: Swanson V, Broadbridge A & Karatzias A (2006) Earning and learning: Role congruence, state/trait factors and adjustment to university life , British Journal of Educational Psychology, 76 (4), pp. 895-914.
Abstract: Background. Undertaking term-time employment is increasingly commonplace for university students. Much research suggests that combining 'earning and learning' may be detrimental to university life, generating role conflicts, increasing stress and reducing academic success, participation and overall adjustment to university. Potential positive effects of term-time employment on well-being are often neglected. Aims. This study adopted a balanced perspective, investigating the relationship between role congruence in academic, social and career domains and adjustment, with state and trait psychological factors as mediators/moderators. Methods. A questionnaire measuring perceived role congruence, adjustment to university life and psychological state and trait characteristics was mailed to all undergraduates at a Scottish university during term-time. Sample. Results for a subsample of 625 university students currently in term-time employment were included in this paper. Results. Findings suggested that students generally perceived employment and university roles to be in balance, and there was no difference in adjustment for students whether currently in term-time employment or not. However, psychological factors, particularly positive affectivity and stress were important mediators of the relationship between role congruence and adjustment. Conclusions. Since promoting role congruence may enhance students' adjustment and well-being, the study has implications for universities, student welfare organizations and employers offering term-time employment.
Type: Journal Article
URI: http://hdl.handle.net/1893/9087
DOI Link: http://dx.doi.org/10.1348/000709905X65009
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
Affiliation: Psychology
Socio-Management
Edinburgh Napier University

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