| dc.description.abstract | Mature-age students (over the age of 25 years) face pressure to balance their roles in work, school, and home, which may result in role overload. Little is known about how mature-age students balance multiple roles on a daily level and how this affects their well-being. This diary study aims to examine (a) the influence of objective load and social support of the student’s intimate partner on exhaustion and engagement, and (b) if role overload and balance mediate these processes. Objective load is defined as hours spent on work, study and home chores. One baseline questionnaire and a week-long daily diary study were used. The sample consisted of 81 Dutch mature-age students, who had a paid job for at least 16 hours per week, had an intimate partner, and filled in at least three daily questionnaires (M=5.8). In the analyses, the influence of the corona crisis (self-reported measure) was adjusted. Multilevel and mediation analyses showed that the more hours worked, or the more hours studied, the higher the student’s exhaustion levels were, and is mediated by more role overload. Additionally, the more hours worked or studied, the lower the student’s role balance, and the lower engagement which is mediated by role balance. The more emotional support was perceived, the lower the student’s exhaustion, and the higher their engagement, both through role balance. Future research could benefit from this measurement of multiple roles for other target groups. Three directions for practical interventions to enhance well-being among mature-age students are discussed. | |
