Working Part-Time during Studies: The Role of Flow in Students’ Well-Being and Academic Achievement / Povremeni rad tijekom studija: Uloga zanesenosti u dobrobiti i akademskom uspjehu studenata
Abstract
Abstract
Previous studies have suggested that only flow in the activity that one finds important contributes to well-being. This study was done in order to further investigate the role of flow in different activities and its impact on well-being in two types of students, i.e. nonworking students (NWS) and part-time working students (PWS).The sample comprised first and second year university students (85% female) at the University of Zagreb, 113 NWS and 110 PWS. Several questionnaires were administered in order to assess flow in different activities, well-being, and burnout. Also, students reported their grade point average (GPA).The results showed that in both groups flow in academic activities was the only stable positive predictor of well-being and academic achievement, and a negative predictor of burnout, in line with the finding that both groups of students assessed academic activities as the most important and most useful. Additionally, there were no differences between NWS and PWS in well-being, burnout, and GPA, suggesting that this PWS group was not yet experiencing any negative consequences of part-time working. The importance of introducing flow inducing activities in academic assignments is suggested as crucial for students’ well-being.Key words: burnout; flow; part-time working; university students; well-being.
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Sažetak
Prethodna istraživanja sugeriraju da samo zanesenost u aktivnostima koje osoba smatra važnima doprinosi dobrobiti. Ovo je istraživanje provedeno kako bi se dodatno istražila uloga zanesenosti u različitim aktivnostima u dobrobiti studenata koji povremeno rade i studenata koji ne rade.Uzorak su činili studenti prve i druge godine sveučilišnih studija (85 % ženskih) na Sveučilištu u Zagrebu (110 povremeno zaposlenih i 113 koji ne rade). Nekoliko je upitnika primijenjeno kako bi se procijenila zanesenost u različitim aktivnostima, dobrobit i sagorijevanje. Također, studenti su naveli prosjek ocjena.Rezultati su pokazali da je zanesenost u akademskim aktivnostima u obje skupine bila jedini stabilan pozitivan prediktor dobrobiti i akademskog uspjeha te negativan prediktor sagorijevanja, u skladu s činjenicom da su obje skupine studenata procijenile akademske aktivnosti najvažnijima i najkorisnijima. Osim toga, nije bilo razlike između grupa studenata u dobrobiti, sagorijevanju i prosjeku ocjena, što sugerira da trenutno nema negativnih posljedica povremene zaposlenosti kod studenata. Preporučuje se uvođenje što više akademskih aktivnosti koje potiču zanesenost jer su se pokazale kao bitne za studentsku dobrobit.Ključne riječi: dobrobit; povremeni rad; sagorijevanje; studenti; zanesenost.
Previous studies have suggested that only flow in the activity that one finds important contributes to well-being. This study was done in order to further investigate the role of flow in different activities and its impact on well-being in two types of students, i.e. nonworking students (NWS) and part-time working students (PWS).The sample comprised first and second year university students (85% female) at the University of Zagreb, 113 NWS and 110 PWS. Several questionnaires were administered in order to assess flow in different activities, well-being, and burnout. Also, students reported their grade point average (GPA).The results showed that in both groups flow in academic activities was the only stable positive predictor of well-being and academic achievement, and a negative predictor of burnout, in line with the finding that both groups of students assessed academic activities as the most important and most useful. Additionally, there were no differences between NWS and PWS in well-being, burnout, and GPA, suggesting that this PWS group was not yet experiencing any negative consequences of part-time working. The importance of introducing flow inducing activities in academic assignments is suggested as crucial for students’ well-being.Key words: burnout; flow; part-time working; university students; well-being.
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Sažetak
Prethodna istraživanja sugeriraju da samo zanesenost u aktivnostima koje osoba smatra važnima doprinosi dobrobiti. Ovo je istraživanje provedeno kako bi se dodatno istražila uloga zanesenosti u različitim aktivnostima u dobrobiti studenata koji povremeno rade i studenata koji ne rade.Uzorak su činili studenti prve i druge godine sveučilišnih studija (85 % ženskih) na Sveučilištu u Zagrebu (110 povremeno zaposlenih i 113 koji ne rade). Nekoliko je upitnika primijenjeno kako bi se procijenila zanesenost u različitim aktivnostima, dobrobit i sagorijevanje. Također, studenti su naveli prosjek ocjena.Rezultati su pokazali da je zanesenost u akademskim aktivnostima u obje skupine bila jedini stabilan pozitivan prediktor dobrobiti i akademskog uspjeha te negativan prediktor sagorijevanja, u skladu s činjenicom da su obje skupine studenata procijenile akademske aktivnosti najvažnijima i najkorisnijima. Osim toga, nije bilo razlike između grupa studenata u dobrobiti, sagorijevanju i prosjeku ocjena, što sugerira da trenutno nema negativnih posljedica povremene zaposlenosti kod studenata. Preporučuje se uvođenje što više akademskih aktivnosti koje potiču zanesenost jer su se pokazale kao bitne za studentsku dobrobit.Ključne riječi: dobrobit; povremeni rad; sagorijevanje; studenti; zanesenost.
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PDFDOI: https://doi.org/10.15516/cje.v19i0.2724
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