Role congruence and study engagement in mature-age students: a serial indirect effects model
Article
Article Title | Role congruence and study engagement in mature-age students: a serial indirect effects model |
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ERA Journal ID | 19322 |
Article Category | Article |
Authors | Creed, Peter A., Hood, Michelle, Bialocerkowski, Andrea, Machin, M. Anthony, Brough, Paula, Bagley, Louella, Winterbotham Sonya and Eastgate, Lindsay |
Journal Title | Journal of Education and Work |
Journal Citation | 35 (6-7), pp. 735-750 |
Number of Pages | 16 |
Year | 2022 |
Publisher | Taylor & Francis |
Place of Publication | United Kingdom |
ISSN | 1363-9080 |
1469-9435 | |
Digital Object Identifier (DOI) | https://doi.org/10.1080/13639080.2022.2126967 |
Web Address (URL) | https://www.tandfonline.com/doi/full/10.1080/13639080.2022.2126967 |
Abstract | We examined how mature-aged, non-traditional students (studying part-time, working full-time) managed their multiple roles by testing a serial, indirect effects model, in which student role congruence (i.e., extent to which students structure role boundaries to meet their own and others’ preferences) was related to study engagement, and where work-study conflict/facilitation and exhaustion, in sequence, were underlying mechanisms that explained this relationship. We also untangled congruence between different role boundaries (i.e., work, study, family, leisure) to assess which were more important to facilitate engagement. We found, (N = 211; M = 37 years; 65% women), study engagement was predicted by study (direct and indirect) and leisure congruence (indirect), but not work and family congruence, with these relationships explained by reduced conflict (not facilitation) and, in turn, less exhaustion. The study suggests that how students manage their multiple role boundaries is important as this potentially affects their study engagement. |
Keywords | exhaustion; Role congruence; study engagement; work-study conflict |
ANZSRC Field of Research 2020 | 390303. Higher education |
350399. Business systems in context not elsewhere classified | |
Public Notes | Files associated with this item cannot be displayed due to copyright restrictions. |
Funder | Australian Research Council |
Byline Affiliations | Griffith University |
School of Psychology and Wellbeing |
https://research.usq.edu.au/item/yyx91/role-congruence-and-study-engagement-in-mature-age-students-a-serial-indirect-effects-model
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