Nomological model of study-life balance and sustainable success in undergraduate students
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2022
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2565
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eng
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345 leaves
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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Krisana Chotratanakamol (2022). Nomological model of study-life balance and sustainable success in undergraduate students. Retrieved from: https://repository.nida.ac.th/handle/662723737/6653.
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Nomological model of study-life balance and sustainable success in undergraduate students
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โมเดลความสัมพันธ์เชิงสาเหุตและผลของความสมดุลระหว่างการเรียน-การใช้ชีวิตและความสำเร็จอย่างยั่งยืนในชีวิตของนักศึกษาระดับปริญญาตรี
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Abstract
The pursuit of study-life balance is a vital determinant of students overall success and well-being in academic and personal domains. However, there is still limited research in Thailand. This research was a nomological network study with aims to: 1) investigate crucial predictors and predictive percentage of psychological characteristics, situational factors, and psychological states related to the study-life balance of undergraduate students. 2) investigate crucial predictors and predictive percentage of psychological states and study-life balance related to the sustainable success of the students. 3) investigate direct and indirect effects of psychological characteristics and situational factors on study-life balance and the sustainable success of the students, and 4) identify characteristics of students with low study-life balance (the at-risk group) and protective factors that promote study-life balance in the students. The multi-stage sampling method was used, and the samples consisted of 597 undergraduate students from the second and third years of four public universities in Thailand. The sample included 174 males (29.20%) and 422 females (70.80%), with an average age of 20 years and 3 months. Among the participants, 150 were working while studying (25.10%) and 447 were non-working students (74.90%). The data were analyzed in total sample group and 25 subgroups, categorized according to demographic characteristics. Multiple regression analysis, structural equation modeling (SEM), and three-way analysis of variance were applied to test the hypotheses.
The interactionism model was adopted to form the conceptual model of this study. There were 6 groups of variables as follows; 1) Psychological traits variables (self-regulation, core self-evaluation, and psychology immunity), 2) Situational factors variables (perceived support opportunity from others, academic demands, and university inculcating experience), 3) Psychological states variables (favorable attitudes toward adjustment and innovation, creative problem-solving, and proactive personality), 4) Study life balance variables (study-life conflict reduction and study-life enrichment), 5) Sustainable success variables (academic success, life satisfaction, and health and wellness), and 6) Background characteristics variables. Most of the measures in this study were in the form of summated rating method with 6-point rating scale. The range of score reliability was between .70 to .86.
Multiple regression analysis showed important findings as follows: Firstly, regarding the psychological traits and the perceived situation variables (Set 3), there were 6 variables that could predict the psychological states: 1) favorable attitudes toward adjustment and Innovation for 57.72% in total sample. The important predictors were perceived support opportunity from others (β=.34), psychological immunity (β=.30), and self-regulation (β=.22), respectively, 2) creative problem solving for 66.61% in total sample. The important predictors were self-regulation (β=.26), perceived support opportunity from others (β=.21), core self-evaluation (β=.19), university inculcating experience (β=.16), and psychological immunity (β=.16), and 3) proactive personality for 77.03% in total sample. The important predictors were psychological immunity (β=.32), core self-evaluation (β=.22), perceived support opportunity from others (β=.21), self-regulation (β=.18), academic demands (β=-.14), and university inculcating experience (β=.11). Overall, the results were found to support hypothesis 1 only in subgroups of each dependent variables.
Secondly, the 9 predictors from the psychological traits, situational factors, and psychological states (Set 5) could predicted the study-life balance behavior as follows: 1) study-life conflict reduction for 72.11% in total sample. The important predictors were perceived support opportunity from others (β=.21), favorable attitudes toward adjustment and innovation (β=.20), psychological immunity (β=.19), core self-evaluation (β=.18), proactive personality (β=.13), creative problem solving (β=.13), and self-regulation (β=-.08), 2) study-life enrichment for 69.74% in total sample. The important predictors in descending order were perceived support opportunity from others (β= .47), creative problem solving (β=.35), and university inculcating experience (β=.10). Overall, the data analysis on study-life balance that supported hypothesis 2 was only found in subgroups.
Thirdly, the 11 predictors (Set 7) in this study, including variables in psychological traits, situational factors, psychological states, and study-life balance, could predicted the outcome variables as follows: 1) academic success for 79.28% in total sample. The important were proactive personality (β=.34), creative problem solving (β=.19), core self-evaluation (β=.16), favorable attitudes toward adjustment and Innovation (β=.15), study-life conflict reduction (β=-.12), self-regulation (β=.10), study-life enrichment (β=.10), university inculcating experience (β=.09) and academic demands (β=.07), 2) life satisfaction for 69.35% in total sample. The important predictors were perceived support opportunity from others (β=.37), core self-evaluation (β=.34), study-life enrichment (β=.19), and university inculcating experience (β=.11), 3) health and wellness for 67.98% in total sample. The important predictors in descending order were core self-evaluation (β=.69), proactive personality (β=-.22), creative problem-solving (β=.13), perceived support opportunity from others (β=.13), academic demands (β=.12), study-life enrichment (β=.10), favorable attitudes toward adjustment and innovation (β=-.10), university inculcating experience (β=.07). The results of data analysis on sustainable success did not support hypothesis 3, in both total group and subgroups.
Fourthly, the results from path analysis modeling indicated the model fit for the adjusted model (x2 = 39.086; df = 27; p-value = 0.0622; RMSEA = 0.027; CFI = 0.998; TLI = 0.995; SRMR = 0.050). The results supported hypothesis 4 based on the interactionism model. Psychological traits and situational latent variables had direct influence on study-life balance latent variable and indirect influence through the psychological states latent variable, which could explain the behavior latent variable (R2=96.8%). Study-life balance latent variable and psychological states latent variable had direct influence on sustainable success and indirect influence through study-life balance latent variable, which could explain the sustainable success latent variable (R2= 94.8%.) In addition, there were additional direct effects from psychological trait latent variable to situational latent variables (R2= 97.4%).
Finally, characteristics of the at-risk group who showed lower study-life balance were described as follows: 1) low GPA students, 2) non-working students, 3) science and technology, junior students 4) junior students, 5) low-income students, 6) science and technology students, 7) high GPA, low-income students, 8) low GPA, high-income students, 9) sophomore humanities and social science students, and 10) junior business administration students. Moreover, the critical preventive factors of these at-risk groups of students were perceived support opportunity from others, creative problem solving, university inculcating experience, psychological immunity, and favorable attitudes toward adjustment and innovation.
Based on the findings of the present study, the interactionism model and nomological network were considered as valuable tools for understanding human behavior. The findings highlighted the importance of proactive personality in achieving study-life balance for students and emphasized the need to foster individuals with lower levels of study-life balance. Additionally, psychological immunity and social support were also identified as important factors. To improve essential study-life balance skills for Thai university students, it is recommended to enhance these factors through general education courses, class activities, and training interventions.
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Thesis (Ph.D. (Social Developemnt Administration))--National Institute of Development Administration, 2022