COMPETING ROLES: WORK-ROLE CONFLICT, FAMILY CONFLICT AND QUALITY OF WORK LIFE AMONG WORKING UNDERGRADUATES
DOI:
https://doi.org/10.55197/qjssh.v7si4.1631Keywords:
quality of work life, work role conflict, family conflict, working undergraduate students, work family conflict, higher educationAbstract
Working undergraduate students must divide their time and personal resources among employment, study and family responsibilities. This study examined whether work-role conflicts and family conflicts explain differences in the quality of work life of working undergraduate students. A quantitative correlational design was used. An online questionnaire was distributed to 270 students, and 252 usable responses were analysed. Descriptive statistics, Pearson correlation and multiple regression were applied. The regression results showed that family conflict significantly predicted quality of work life (β = .298, p < .001), whereas work role conflict was not a significant predictor (β = .88, p = .109). The model explained 40.1% of the variance in quality of work life. These findings indicate that pressures arising from family responsibilities were more influential than occupational conflict in explaining respondents’ perception of their working lives. The study extends the use of Role Stress Theory and the Scarcity Hypothesis to working undergraduates and highlights the value of support from universities, employers, and families for students who combine several demanding roles.
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