Student work-study boundary flexibility and relationships with burnout and study engagement

Creed, Peter Alexander; Hood, Michelle; Brough, Paula; Bialocerkowski, Andrea; Machin, M. Anthony; Winterbotham, Sonya; Eastgate, Lindsay

doi:10.1080/13639080.2022.2048250

Cited by 7 publications

(6 citation statements)

References 52 publications

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“…This proximity between models and strong validation are at the base of our study. Especially, because the higher education literature also highlights the role of context, particularly social support in studies, and individuals' career competencies as crucial for the higher education adaptation process (e.g., Byl, 2019;Gazo and Romero-Rodriguez, 2019;Chu et al, 2021;Creed et al, 2022).…”

Section: Model Of Career Adaptation In Higher Educationmentioning

confidence: 99%

“…Considering this background, we attended to the higher education literature and working students' studies, looking for facilitators of the academic adaptation process. Overall, we might conclude that one's social support in studies and career selfmanagement skills are cornerstones in this process (e.g., Byl, 2019;Gazo and Romero-Rodriguez, 2019;Chu et al, 2021;Creed et al, 2022). As a result, we draw on two of the most wellestablished career theories-the career construction theory (CCT, Savickas, 2005Savickas, , 2021, and the social cognitive career theory (SCCT, Lent, 2005Lent, , 2021, as they consider both contextual and personal dimensions to explain adaptation processes in different contexts and across the life course.…”

mentioning

confidence: 99%

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Career adaptation in higher education: a study with non-working and working students

Soares,

Taveira

2024

Front. Educ.

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The career construction and sociocognitive career theories were considered to test an integrative model of career adaptation in higher education. Participants were 523 Portuguese university students (non-working, n = 335, Mage = 20.64; working, n = 188, Mage = 29.05), who completed measures of social support, protean orientation, adaptability and adapting as adaptation predictors, and career certainty, academic wellbeing, and life satisfaction as adaptation outcomes. Multigroup path analysis results indicated a good fit of the model and invariance across groups after some changes. Although more studies are needed to explore the range and limits of the proposed model validity, our findings allow the career development literature extension while informing the practice. Career counselors might facilitate university students’ adjustment by helping them expand their social network and develop their career attitudes.

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Section: Model Of Career Adaptation In Higher Educationmentioning

confidence: 99%

mentioning

confidence: 99%

Career adaptation in higher education: a study with non-working and working students

Soares,

Taveira

2024

Front. Educ.

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“…Aside from the need to interact with the instructor during lessons and the learning process, interaction with colleagues and friends could prevent mental burnout and develop cognitive skills. Hence, instructors should employ flexibility in their courses and facilitate collaborative academic discussions among students (Creed et al, 2022). Additionally, scoring benchmarks for testing should be adjusted to the prevalent circumstances.…”

Section: Pedagogical Implicationsmentioning

confidence: 99%

How Does Emergency Remote Learning Affect the Future Career Readiness of Indonesian EFL Preservice Teachers?

Zain

2023

IJLTER

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The study investigated how the policy of emergency remote learning during the global pandemic affected graduating English as a foreign language (EFL) preservice teachers. Using the social-cognitive career theory (SCCT) as the framework, this phenomenological study examined their readiness to start their career as EFL teachers. Additionally, it investigated participants’ self-efficacy regarding their competencies as teacher candidates. Using semi-structured interviews and employing purposive sampling by recruiting seven EFL preservice teachers from a private university in Indonesia, the study found that the policy of emergency remote learning affected the participants’ readiness for their upcoming careers as future EFL teachers. Although most of the participants claimed that they were ready to enter the work field as teachers, the study found they suffered anxiety and low self-efficacy regarding competence to teach. Finally, the importance of external support for study completion, as well as for career preparation, is indicated.

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“…For example, working students will identify opportunities to adjust the overlap between study and work roles (i.e., increase or decrease work-study integration or segmentation – reflecting boundary flexibility-ability) and will differ on their motivation to implement such adjustments (i.e., reflecting boundary flexibility-willingness). Previous studies have shown that a capacity to ease movement between role domains is a resource for the person ( Ashforth et al, 2000 ; Matthews and Barnes-Farrell, 2010 ; Winkel and Clayton, 2010 ), while in the career area, Creed et al (2022) showed that both flexibility-ability and flexibility willingness were related to less burnout and greater engagement in working students.…”

Section: Introductionmentioning

confidence: 99%

Students managing work and study role boundaries: a person-centred approach

et al. 2023

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To cope with demands of working while studying, students must structure the boundaries between these roles (e.g., integrate or segment them) to suit their preferences and circumstances. However, students differ on how well they do this, and we do not yet understand the factors that contribute to managing work and study well. We sought to determine if different student groups existed and if the groups reported different work, study, and wellbeing outcomes. Using latent profile analysis and assessing work-study boundary congruence and flexibility (N = 808; 76% female; MAge 19.6 years), we identified four groups of (a) “balanced” (65.4%; with moderate boundary congruence and flexibility); (b) “high work congruence and flexibility” (17.5%; working arrangements supportive of study role); (c) “low work congruence and flexibility” (9.7%; unsupportive workplace arrangements); and (d) “low study congruence” (7.3%; study arrangements unsupportive of work role). These groups reported different work/study demands, role conflict, study burnout, and perceived employability, with “balanced” and “high work congruence and flexibility” groups scoring more positively and “low work congruence and flexibility” and “low study congruence” groups scoring more negatively. Results supported that different student groups existed, and these will need different supports to manage their multiple role responsibilities.

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Student work-study boundary flexibility and relationships with burnout and study engagement

Cited by 7 publications

References 52 publications

Career adaptation in higher education: a study with non-working and working students

Career adaptation in higher education: a study with non-working and working students

How Does Emergency Remote Learning Affect the Future Career Readiness of Indonesian EFL Preservice Teachers?

Students managing work and study role boundaries: a person-centred approach

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