Exploring mixed emotions and emotion-regulation strategies of students balancing higher education with employment

Liyanagamage, Nilupulee; Glavas, Charmaine; Kodagoda, Thilakshi

doi:10.1080/13639080.2019.1605156

Cited by 11 publications

(8 citation statements)

References 48 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…They should equip themselves with time management, health management, stress management and improve their multitasking skills to balance work-life-study challenges before joining the executive course. The findings of our present study from a sample in India corroborates with a recent study in Sri Lanka where the researchers studied students’ mixed emotions (positive and negative) and their emotional regulation strategies while combining educational studies with paid employment (Liyanagamage et al, 2019). As per the scope of the study we were not able to incorporate the hierarchical emotions framework (Laros & Steenkamp, 2005) as studied the executive students’ experiences and did not limit to emotional experiences only.…”

Section: Implications Of the Studysupporting

confidence: 90%

“…Similar studies in positive psychology have been done on working mothers and how they rediscover their happiness amid balancing work and family roles (Greenberg & Avigdor, 2009). Studies have suggested that researchers should further explore the emotional challenges of students balancing higher education and employment to effectively prepare them for the complexities of combining these roles (Liyanagamage et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Work-Life-Study Balance and Executive Education: Case of India

et al. 2021

View full text Add to dashboard Cite

This article aims to understand the unique phenomenon of the work-life-study interface by studying the lived-in experiences of executive education students qualitatively. It delivers a unique contribution by highlighting the third element of ‘study’ in Work-life balance (WLB), unlike most of the literature, which is skewed towards work-life balance and neglects the ‘study’ aspect. The study used phenomenology as the qualitative research method to explore the work-life-study balance of 25 executive education students working in middle-level positions, employing the purposive sampling technique for the year 2020. The findings reveal positive and negative experiences of work-life balance phenomena among executive education students. The results further provide a real-time sneak peek into an executive education scholar’s life and hence, may be used as a point of reference for mental mapping before opting for executive education courses. The study advocates interventions to support executives wishing to re-skill themselves in mid-careers and manage emotions, stress, and burnout.

show abstract

Section: Implications Of the Studysupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Work-Life-Study Balance and Executive Education: Case of India

et al. 2021

View full text Add to dashboard Cite

show abstract

“…With growing workplace demands-particularly in health fields-related to soft skills, such as resilience, emotion regulation, and psychological flexibility (Liyanagamage et al, 2019;Stefanovski, 2020), self-awareness and personal growth are imperative. Both staff and students involved in the focus groups discussed awareness and opportunity for personal growth as key components of a student wellbeing bundle.…”

Section: Principal Resultsmentioning

confidence: 99%

Development of an Online Transdisciplinary Student Wellbeing Bundle: A Thematic Analysis

Buchan¹,

Clough²,

Munro³

et al. 2022

JANZSSA

View full text Add to dashboard Cite

The consequences of burnout for tertiary students across the health professions are well documented. As key stakeholders in university-offered wellbeing services and support, it is desirable for students to hold a central role in development of such resources. Hence, there is a compelling need to develop a student-driven approach to promote wellbeing in the tertiary setting. Based on this need, an online student-focused platform was developed using a bottom-up approach to support participant-driven enhancement of wellbeing and resilience to counteract burnout at a large Australian university. This study reports on the development of the initial online “student bundle”, providing a foundation to inform the design of more locally-based approaches to improve wellness and prevent burnout. Students and staff were invited to participate in a series of focus groups. Sessions sought to collect information on desired structure, resources, and overall content of the student bundle, with a thematic analysis undertaken to identify emerging themes. Focus groups were conducted separately with staff (n=17) and students (n=7). Six main themes in relation to the development of the bundle emerged: Communication/Engagement, Accessibility/Flexibility, Professional practice, Community, Awareness, and Opportunity for personal growth. Stakeholders emphasised a bundle should be engaging and proactive to address wellbeing issues; incorporate aspects linked to professional identity; and foster community, connectedness, and self-awareness, providing an opportunity for growth. Our research has exposed significant needs in relation to how an online student-focused wellbeing bundle could be delivered and what it could provide. Findings from this study will be used to guide further development and implementation of a multimodal, interactive student wellbeing bundle.

show abstract

“…Semi-structured interviews permit individuals to answer more on their terms than what a standardized questionnaire permits. Thus, this selected research design allowed a detailed identification of Gen Y employees’ lived experiences and understandings about talent development practices at the workplace (Kodagoda, 2010; Liyanagamage et al, 2019).…”

Section: Methodsmentioning

confidence: 99%

Talent Development of Generation Y: Evidence from Sri Lanka

Kodagoda

Wijeratne²

2021

Millennial Asia

Self Cite

View full text Add to dashboard Cite

This study aims to understand the nature of Generation Y (Gen Y) and identify their understandings of talent development practices at the workplace. This research used open-ended interviews directed to 15 participants belonging to Gen Y in an automobile company in Sri Lanka. Job-hopping is an identifiable factor among the generation, as they continuously look for a change in their work and personal routines. The ‘Talk and chalk’ model is getting unpopular, whereas different approaches carrying new concepts have created a good impression among the Gen Y employees. Treasure hunts, talent shows, racing events, kaizen events, grooming and flexibility, were identified as non-traditional attractive talent development programmes. This research provided practical implications for employers to recognize how to Y-size their organizations by incorporating talent development as a critical strategy for retaining Gen Y. The present study has given attention to expanding the geographical scope of the literature on Gen Y.

show abstract

Exploring mixed emotions and emotion-regulation strategies of students balancing higher education with employment

Cited by 11 publications

References 48 publications

Work-Life-Study Balance and Executive Education: Case of India

Work-Life-Study Balance and Executive Education: Case of India

Development of an Online Transdisciplinary Student Wellbeing Bundle: A Thematic Analysis

Talent Development of Generation Y: Evidence from Sri Lanka

Contact Info

Product

Resources

About