Students Transitions Achievement Retention and Success (STARS)
Abstract
Students enrolled at two Australian universities were surveyed about their work and study demands, their control over their job and work schedule, and their levels of work-study conflict and work-study facilitation. While they were completing both university studies and paid employment, their primary identity was either as a student (n = 908) or as a worker (n = 486). Average scores on all measures were significantly different between those whose primary identity was as a student (who works) or a worker (who studies). The demographic variables also showed that those with the student identity worked fewer hours and were considerably younger than those with the worker identity. The four predictor variable significantly predicted work-study conflict and work-study facilitation for both identities. Implications are discussed in terms of the development of their identity
